The Fenn School Curriculum Guide by The Fenn School

Curriculum Guide Grades 4-9

The Fenn School 516 Monument St. Concord, MA 01742

(978) 369-5800 www.fenn.org

The Fenn School

Program Overview

Philosophy of Education The Fenn School’s curriculum is structured to meet the needs of boys at each stage of their intellectual, social, and emotional development in the critical years that span grades four through nine. Building on a strong foundation, Fenn students gain additional responsibility and opportunities for independence each year.

Program Overview

Lower School - Grades 4 and 5 Core Courses Language Arts – p. 4 Math – p. 14 Science – p. 20 Social Studies – p. 25

Arts Drama – p. 32 Music – p. 33 Visual Arts – p. 32 Woodshop – p. 31

Beyond the Classroom Student Life – p. 45 Athletics—Introduction to Team Sports – p. 41

Middle School - Grades 6 and 7 Core Courses Pre-Algebra/Algebra I – p. 16 Humanities – p. 6 Grade 6: World Cultures & Geography; English –p. 26 Grade 7: Integrated Studies (combines English and Social Studies) – p. 6 Latin or Spanish – p. 6 Science – p. 22

Arts Ceramics – p. 35 Drama – p. 35 Music – p. 36 Photography – p. 37 Visual Arts – p. 34 Woodshop – p. 34

Beyond the Classroom Athletics—Intramural and Interscholastic Sports – p. 42 Student Life – p. 46

Arts Dance – p. 40 Drama – p. 39 Music – p. 40 Photography – p. 39 Video – p. 39 Visual Arts – p. 38 Woodshop – p. 38

Beyond the Classroom Athletics—Interscholastic Sports – p. 43 Student Life – p. 46

Upper School - Grades 8 and 9 Core Courses Algebra I/II – p. 18 Geometry or Pre-Calculus – p. 18 Biology – p. 24 English – p. 7 Latin or Spanish – p. 11 Social Studies – p. 28

The Fenn School Curriculum Guide

English and Language Arts

English and Language Arts The English and Language Arts Program at Fenn teaches boys to read actively and critically, to write effectively and fluently, to speak articulately and confidently, and to appreciate the power and pleasure of literature. Reading and writing are integrated throughout the program, and a variety of literature rich in content, style, and perspective provides models that support each boyâ&#x20AC;&#x2122;s growth as a reader and a writer. A wide array of writing activities helps boys develop confidence in their own voices. Students not only write to specific topics, but also have many opportunities to write freely about topics that interest them, all towards the goal of honing their skills in developmentally appropriate ways. In addition, boys are introduced to and practice using a variety of technology based programs to write, read, collaborate, and organize their work.

Lower School Language Arts The Lower School language arts curriculum focuses on developing the reading, writing, and executive function skills of fourth and fifth graders. Lower School Language Arts classes are taught by Lower School advisors and meet ten times in a cycle. Through classroom texts, literature studies, and individualized guided choice, students are given ample time in class to build their reading stamina and understand how to use reading strategies to strengthen their comprehension. Reading strategies such as visualizing, making connections, annotating, and asking questions are practiced through in class read aloud, close reading analysis, and nightly reading assignments. A high importance is placed on building the reading lives of students and creating a vibrant reading community. Writing instruction focuses on building writing stamina and introducing boys to a variety of writing styles. Writing lessons emphasize capitalization rules, basic sentence formation, paragraph structure, parts of speech, the organization of ideas, and the writing process from pre-writing and drafting to publishing. Boys also gain practice in executive function skills such as organizational strategies, prioritizing, and study habits. In addition, a boyâ&#x20AC;&#x2122;s class engagement, preparation, and conduct are focus areas. Boys also work on vocabulary development, keyboarding, and word processing skills and have access to classroom iPads and laptops. Students have the opportunity to practice presentation skills and gain familiarity with apps such as Book Creator, iMovie, Google, and Google Presentations. Finally, Lower School boys attend a library class once a cycle where digital citizenship is further explored and information literacy skills are developed.

The Fenn School Curriculum Guide

English and Language Arts

Intensive Literacy Program (ILP)

ILP is a two-year program where eight boys receive intensive reading and writing instruction from the same teacher in fourth and fifth grades. Reading lessons are intended to build stamina, improve decoding, and strengthen comprehension skills. These students receive research-based, multisensory, individualized instruction in reading and writing. While the curriculum can mirror the general fourth and fifth grade curricula, ILP students often receive more scaffolded instruction at a slower pace. The smaller class size also allows for more directed individualized instruction. In addition, emphasis is placed on metacognition and an understanding of oneself as a learner. Students are asked to reflect on their learning styles to best understand what strategies are most effective for them as they prepare to integrate into a mainstream English class in sixth grade.

Fourth Grade English

Fourth grade emphasizes reading and writing practice and a development of reading and writing skills. A main goal is to build comfortable and confident readers and writers. Emphasis is placed on meeting the boys where they are and allowing them space and practice to grow into independent and confident readers and writers. Shared texts and choice reading books are used to reinforce reading strategies and writing lessons stress capitalization rules, end punctuation, sentence structure, and paragraph formation. Students are introduced to Google Docs and begin to create classroom folders to save and share their work. Boys are introduced to and use Kidblog in order to gain practice in being part of a writing community, and they use Lexia, an on-line reading program, to further strengthen their reading skills.

Fifth Grade English

Fifth grade builds on the reading and writing skills introduced and reviewed in grade four. Exercises improve the practice and understanding of sentence/paragraph structure and vocabulary development. Active reading strategies are reinforced through all-class reads and implemented in personal-choice reading assignments. A variety of writing experiences advances the development of drafting, revising, and editing skills, and boys continue to explore and write responses to literature, creative pieces, analysis, poetry, and persuasive paragraphs. They use the digital tools introduced in fourth grade for writing and creating presentations such as Kidblog, iMovie, Book Creator, and Google Docs.

The Fenn School Curriculum Guide

English and Language Arts

Middle School English and Integrated Studies In the Middle School, students in sixth grade continue to build upon the many reading, writing, and organizational skills introduced in the Lower School. As readers, boys read both class texts and independent books of choice and begin to more critically analyze what they read. As writers, they continue to practice paragraph writing and move to a deeper understanding of writing using textual support. In seventh grade, Fenn combines the study of English and social studies into a single course called Integrated Studies (IS), which uses a thematic approach to the study of humanities that aligns well the developmental needs of middle school boys. The IS course content also allows teachers to strengthen students’ writing and reading skills by offering material that is integrated, engaging, and engenders a richness of expression. Boys continue to explore and use technology for writing and organizational purposes. Some common apps used are iMovie, Google Docs, and Notability.

Sixth Grade English

Sixth grade English class offers boys the time and direct instruction they need to continue to refine and develop specific reading, writing, and organizational skills. As boys enter into the middle school, many of them are still emerging and developing as readers and writers. In this sixth grade English class, boys will be able to work closely on their reading skills and develop strategies to better and more comprehensively read and understand complex texts, move from concrete to inferential interpretations, and build independent reading lives. Boys too will continue to practice their writing skills and gain critical instruction in how to organize their ideas and move from creative to analytical writing that begins to weave in textual evidence and support. Students have the opportunity to write multigenre assignments such as journals, narratives, poetry, personal and class blogs, perspective pieces, and expository responses to literature. Oral presentations and discussions foster understanding, participation, and confidence in public speaking.

Seventh Grade English

Seventh grade focuses on several essential questions about freedom: “What does it mean to be free?” “What are the benefits of freedom?” “Should freedom ever be restricted?” Students build on knowledge and skills formed in sixth grade as they seek to answer these questions through reading and writing, using a variety of literary genres, class texts and independent books, and historical texts. Reading strategies that are learned and practiced in this year include recognizing and interpreting elements of literature and an introduction

The Fenn School Curriculum Guide

English and Language Arts

Seventh Grade English Continued to the technical reading skills necessary for careful and discerning research. Discussion, oral and visual presentations, and Socratic Seminars are integral components of the course. Students engage in learning the basics of essay writing that include developing a thesis statement and understanding the elements of essay writing and structure. In addition, grammar, editing, and revising are taught and practiced to support the development of good writing skills.

Upper School English In the Upper School, Fenn builds upon the reading, writing, speaking, and analytical skills developed in Middle School and strives to prepare boys for success at the secondary school level. While students are still exposed to a wide variety of literature, both in class texts and independent books, the literature itself increases in complexity and sophistication. Boys are expected to develop a sense of themselves as readers and writers through metacognitive writing and self-analysis. As writers, boys hone their skills through both the personal narrative and expository analytical pieces. Seminarformat classes allow boys to strengthen their public speaking and listening skills, with the aim of preparing them for the level of independent learning expected of them in secondary school.

Eighth Grade English

Eighth-grade English centers on textual analysis in class of both classic and contemporary texts as well as independent reading of self-selected books. Students are encouraged and mentored as they discover their unique voices through active reading strategies that include text annotation and reading rubrics. Each student develops his own writerâ&#x20AC;&#x2122;s voice through frequent, shared, journal writings and reflections via class blogs that connect the readings to his own life. In a paper class, students learn how to use a variety of applications to organize and share their work with one another and the teacher. Students also explore the techniques of the writerâ&#x20AC;&#x2122;s craft, focusing on how a writer develops a theme and portrays a protagonistâ&#x20AC;&#x2122;s journey; how a writer creates and develops an authentic and memorable main character; the importance of narrative and poetic structure, and the nature of key literary techniques and elements. In their own writing, students spend time learning how to write more varied and complex sentences using correct comma use, semi-colons, active and passive voice and to incorporate the habitual use of vivid verbs, descriptive adjectives, strong nouns,

The Fenn School Curriculum Guide

English and Language Arts

Eighth Grade English Continued effective transitions, and well-structured paragraphs. The course helps students create fully cycled writing with a clear beginning, middle, and end, and focuses heavily on writing an analytical essay. Students also learn to identify essential and non-essential phrases and introductory and independent clauses. Oral presentations, Socratic Seminars, group work, and class discussions are integral components of this course.

Ninth Grade English

Ninth-grade English is centered on the essential question, “How, therefore, should I live in an imperfect world?” Through close reading and analysis of texts—including novels, memoir, short stories, and poetry—students wrestle with the notion of how one finds meaning and purpose in the face of human moral and social failings, the unjust nature of life, and the unexpected challenges of the physical world, despite its beauty. Readings include traditional, contemporary, and multicultural voices from both in class texts and independent books. The course focuses on expository and analytical writing, including personal narratives and responses to texts, and emphasizes the writing process: drafting, revising, editing, and proofreading. Informal, reflective writing on the readings is often used as a precursor to crafting more formal essays. Students become familiar with the elements of verse and write their own poetry, which culminates in a ninth grade poetry “slam.” Vocabulary and grammar skills are taught and reinforced within the context of reading and writing instruction. Oral presentations, Socratic seminars, group work, and class discussion are integral components of the course, which is taught around a large conference table in a seminar format.

Languages Fenn’s foreign language program supports students in preparing to be global citizens of the 21st century. The study of Classical and Modern languages helps develop insight into different cultures and perspectives while honing critical thinking skills and giving students an opportunity to connect ideas and insights across disciplines.

The Fenn School Curriculum Guide

English and Language Arts

Introduction to Languages In the first term of sixth grade, all students are introduced to both Latin and Spanish—with five weeks focusing on Spanish language and culture and five weeks focusing on Latin language and Roman civilization. At the end of these ten weeks, each student selects which language to pursue for the remainder of his years at Fenn, and begins formal studies of either Latin or Spanish. In the Latin portion of the introductory course, students learn a basic vocabulary of about 150 words, the importance of word endings to determine the context and meaning of a Latin sentence, some basic patterns of English grammar, and, through background readings and small projects, a great deal about life as it was lived in ancient Rome and the surrounding provinces. Our text is an introductory workbook written and edited by members of Fenn’s Latin Department. The Spanish segment of the introductory course focuses on the four major areas of language acquisition: listening, speaking, reading, and writing. During this introductory course, students work in a practical context, learning vocabulary and the basic elements of grammar. In addition to the studies of the language, students learn about the traditions and history of Spanish-speaking countries.

Latin

Latin is at the root of many languages, including English. Through their legacy of cultural achievements, the ancient Romans who spoke Latin have contributed significantly to American life, especially in the areas of art, architecture, political thought, and engineering. Fenn’s Latin program emphasizes the reading of Latin with ease, understanding, and enjoyment. Students pursue with enthusiasm the language written and spoken by the ancient Romans which can be learned more through reading than through speaking; develop good strategies and organizational techniques for mastering the grammar and vocabulary of Latin and other world languages; expand their understanding of English grammar and vocabulary; and appreciate aspects of their cultural background as Americans which they inherit from the ancient Romans (and Greeks).

The Fenn School Curriculum Guide

English and Language Arts

Sixth Grade Latin

In sixth grade Latin, a student who has opted to continue with Latin focuses on the life of Horatius Quintus, a boy about his age who later grew up to be the famous Roman poet Horace. Continuing to learn the basic grammar of the Latin language, by the year’s end, students build a working vocabulary of about 500 words, and learn three cases (nominative, accusative, ablative) and their uses in the Latin sentence. Because boys often learn best when engaged actively, the course includes three major projects: catapult building, mosaic making, and gladiator training. Each project ends with a hands-on activity that has boys up and out of their seats, living like the ancient Romans, and applying the aspects of the language and history they have learned.

Seventh Grade Latin

The grammatical focus of the seventh-grade Latin program includes mastery of the basic forms of the language, development of a deep Latin vocabulary base, and insights into the relationship between Latin words and English vocabulary. Students read short adapted stories in Latin about events such as the Trojan War. The cultural dimension of the program includes aspects of classical mythology and the lives of famous Romans. The course text melds traditional grammar-based instruction with the best of a reading-based program. Students in the seventh grade are expected to take the National Latin Exam, Level I.

Eighth Grade Latin

In eighth grade Latin, students are no longer grouped heterogeneously, but by ability— honors-level or standard-level—as teachers have built an understanding of each boy’s individual strengths as language learners. The honors and standard sections use the same text, but proceed at slightly different paces. Through use of the text and exercises, students continue acquiring both Latin grammar and vocabulary. Students translate a number of readings adapted from the original Latin, developing excellent sight reading skills that will serve them well throughout their Latin careers. The cultural and historical dimensions to the course center on the civil wars that arose after the assassination of Caesar. The students read accounts of alliances, betrayals and battles of this tumultuous time of the Roman world. Students in the eighth grade are expected to take the National Latin Exam, Level II.

The Fenn School Curriculum Guide

English and Language Arts

Ninth Grade Latin

Ninth-grade Latin has a grammatical focus in which students continue acquisition of the basic forms and vocabulary of the Latin language. Students begin to work with more complex grammatical principles and proceed to the uses of the subjunctive mood. The cultural focus is the establishment of the city of Rome and the Roman value system as exemplified in the legends they told about their heroes. Students in the ninth grade also are expected to take the National Latin Exam, Level III. Depending on the secondary school he later attends and on his mastery of the basic principles of the language, a student completing the ninth-grade program qualifies for Latin II or III. Latin texts include: Sixth grade: Oxford Latin Course Book I Seventh grade: Latin for the New Millennium Book I Eighth grade: Latin for the New Millennium, Books I and II Ninth grade honors: Oxford Latin Course Book III and readings from Horace and Ovid Ninth grade standard: Latin for the New Millennium text and other readings, including readings from Caesar

Spanish Spanish is a rich and beautiful language spoken in many parts of the world. Learning Spanish leads to an increased awareness, understanding, and acceptance of other languages and cultures, as well as an increased understanding of oneâ&#x20AC;&#x2122;s own language and culture. The main goals of the Spanish program is to prepare students to speak in sentences and communicate effectively in the language; to read and correctly use Spanish grammar; to develop Spanish listening comprehension skills; to learn about the history, culture, geography, and people of Spanish-speaking countries; and to increase studentsâ&#x20AC;&#x2122; enjoyment and appreciation of the culture, friendships, and travel in Spanish-speaking countries.

The Fenn School Curriculum Guide

English and Language Arts

Sixth Grade Spanish

In sixth grade Spanish, a boy who has chosen to continue studying Spanish will learn grammar and vocabulary in a practical context. The class setting invites and encourages boys to speak in Spanish so that by the end of sixth grade, students are able to speak about likes and dislikes, school life, pastimes, and food. The goal for the sixth grade is to empower students and give them confidence in their ability to speak in Spanish. The class also explores the traditions and customs of Spanish speaking countries through projects and class presentations.

Seventh Grade Spanish

The seventh-grade Spanish course focuses on developing the studentâ&#x20AC;&#x2122;s ability to communicate in the Spanish language through practice in conversation, study of grammatical structures (including communication in the present, past, and future tenses), and development of a rich vocabulary that will empower the student to become an active and creative user of the Spanish language. The textbook we use in seventh grade focuses on grammar and vocabulary while also integrating cultural aspects of Spanish-speaking countries. The program is accompanied by audio and video activities as well as music, poetry, short stories, and folk tales of Spanish-speaking countries. Students in seventh grade have the opportunity to take the National Spanish Exam, Level I.

Eighth Grade Spanish

Eighth-grade Spanish is the second part of Spanish level I. Students are divided into an honors section and a standard-level section so that all students can learn in an environment that fosters each boyâ&#x20AC;&#x2122;s confidence in mastering a new language. At each level, students study the same text, but proceed at slightly different paces. Students in eighth grade have the opportunity to take the National Spanish Exam, Level I.

Ninth Grade Spanish

Ninth-grade Spanish is a secondary school level Spanish IB or Spanish II course. Once again, students are assigned to either an honors or a standard class. At either level, students continue developing their listening, speaking, reading, and writing skills through the use of a variety of texts and audio and visual resources. In addition, students continue to become acquainted with the people, civilization, and culture of Spanish-speaking countries. Class assignments include compositions on the topics presented in class, and oral presentations. Students review grammar and vocabulary, focusing on more complex grammatical structures, including subjunctive and compound tenses, and on idiomatic usage of

The Fenn School Curriculum Guide

English and Language Arts

Ninth Grade Spanish Continued

vocabulary and style. Spanish is used almost exclusively in class. By the conclusion of the course of study, intermediate and honors-level students demonstrate a command of the Spanish language and are ready to start a Spanish IIB or Spanish III course at their next school. Ninth grade students have the opportunity to take the National Spanish exam, Level II. Spanish texts: Sixth grade: Paso a Paso, Level 1 Seventh grade: Avancemos Level 1 Eighth grade: Avancemos Level 2, plus supplemental readings Album: Cuentos Del Mundo Hispรกnico and Al tanto: catorce cuentos contemporรกneos Ninth grade: Descubre 1 or Descubre 2, plus supplemental readings Album: Cuentos Del Mundo Hispรกnico and Al tanto: catorce cuentos contemporรกneos

The Fenn School Curriculum Guide

Mathematics

Mathematics Fenn’s dynamic math program has the flexibility to engage boys with varied backgrounds, interests, and abilities. Because individual boys develop at different rates, one size does not fit all. As a boy goes through our program, we set up a sequence of manageable steps that move each boy through increasingly complex material at a suitable pace. Each step provides a reasonable challenge but also allows the individual to develop confidence in his abilities and his understanding of fundamental mathematical concepts. While we encourage and support along the way, boys are expected to take an active role in their own education. We lay out clear guidelines that help each boy become more organized and lead to good work habits. We encourage curiosity, exploration, and a willingness to engage in ideas. In both written work and in class discussions, we help boys develop the skills and confidence that allow them to present their ideas with clarity. We believe that it is important for boys to participate in class, but we also value the ability to listen to other students’ ideas, as boys gain added insights when they share ideas and benefit from working collaboratively and gaining and understanding of how another student might have approached a problem differently.

Lower School Mathematics Lower School math classrooms tend to be very active. Boys are often directly engaged with the material, working individually or in groups, creating their own projects, gathering data to be studied, or learning by playing. Boys are encouraged to make conjectures, look for patterns, and connect this work to basic math principles. Lower School boys are often engaged in a variety of activities—sometimes within a single class period and certainly over the course of a week. Mathematics classes are heterogeneously grouped in the fourth and fifth grades. We create four parallel classes. As we work through each unit, there is opportunity for the teachers to evaluate each individual student and the overall pace of his work. Teachers have the flexibility to create different groupings across sections at times for enrichment or skills reinforcement. Teachers use a variety of instructional methods within each topic to address multiple modes of student learning and differences in students’ previous mathematical backgrounds.

The Fenn School Curriculum Guide

Mathematics

Fourth Grade Mathematics

The fourth grade curriculum focuses on exploring arithmetic operations and developing standard algorithms. We also look at alternative procedures and varied strategies for problem solving. The concepts covered include: interpreting data, identifying patterns and relationships between numbers, and basic geometry and algebra concepts. Manipulatives and modeling are used to promote and enrich student comprehension. Students work with estimation to develop a better number sense and to help in computation. To help each boy organize his materials and synthesize classroom discussion, each student maintains a notebook that contains his homework, handouts with examples of algorithms, and other pertinent information. The fourth grade program highlights problem solving from everyday situations, facility with basic number facts, arithmetic skills, and practice through mathematical games and technology. Teachers use multiple methods for basic skill practice and review of whole number concepts include rounding, place value, and all four operations. Two-dimensional spatial concepts are explored with tangrams, puzzles, and games. Concepts in fractions and decimals include comparing and ordering, equivalence, addition, subtraction, and the relationship between fractions and decimals. Problem solving skills focus on using information, data, and mathematical concepts from the curriculum. Throughout the academic year, there is ongoing review and repeated exposure to key mathematical ideas in different contexts to improve comprehension and mastery.

Fifth Grade Mathematics

The fifth grade program explores the relationship among numbers by the study of place value, multiples and factors, prime and composite numbers, divisibility rules, exponents, and integers. Concepts include all operations with whole numbers, decimals, fractions, and percents. The curriculum also encompasses a study of area and perimeter of rectangles, circles, and triangles. The curriculum incorporates graphing and statistics in various forms. Each student maintains a strategy notebook to organize and synthesize his learning. Students explore a variety of mathematical concepts through â&#x20AC;&#x153;Challenge Problems,â&#x20AC;? write reflections on their strategies, and use a variety of hands-on materials to help them develop a sound conceptual understanding of the mathematical ideas.

The Fenn School Curriculum Guide

Mathematics

Fifth Grade Mathematics Continued Heterogeneous grouping is continued in the fifth grade sections. Lower School mathematics texts and additional resources include: Fourth grade: McMillan/McGraw Hill Math Fifth grade: McMillan/McGraw Hill Math and Pearson Education Connections series Continental Math League contests Lower School mathematics software includes: Roamer World Math Facts in a Flash Online websites for games, practice, models, and reinforcement

Middle School Mathematics There is intentional overlap in material between the Lower and Middle School mathematics in an effort to lay a strong foundation for the algebra and geometry courses that the boys will take in Upper School. Each boy continues to develop his computational skills and understanding of basic concepts in Middle School, and the instructional approach continues to engage our students in a variety of ways to meet the needs of different types of learners. Whole group instruction, small-group instruction, and collaborative work are all used, and regular homework continues to foster effective organizational skills and study habits. While we are not interested in accelerating our math program simply for the sake of acceleration, we do acknowledge that there are boys who have developed a strong background in math and have the ability and interest to move at a quicker pace. With this in mind, individual students are placed according to educational needs in either regular or accelerated sections.

Sixth Grade Mathematics

The sixth grade curriculum includes broad background work in algebra and geometry. Students continue to develop their understanding of numeric operations, measurement, and data representation and to cover topics in number theory and probability. Students intensify their study of algebra through work with variables, patterns, functions, and sequences, and develop algebraic skills in simplifying expressions, working with fractions and decimals, and solving equations. Geometric concepts include symmetry, areas and angle relationships in polygons, similarity, and proportion.

The Fenn School Curriculum Guide

Mathematics

Seventh Grade Mathematics

In seventh grade, we continue academic sectioning to address the varied educational needs of individual students through the pace at which mathematics material is covered. After a careful review of the important tools of arithmetic and geometry introduced in sixth grade, students move on to a more focused look at algebra. Visual and algebraic models are a central part of the course. Students are required to purchase a graphing calculator which is incorporated in the course while computer software and websites continue to be incorporated into classroom instruction. Students do significant work with the coordinate system and explore such topics as slope, the distance formula, and equations of lines. Students are introduced to functions, function notation, and work with transformations. Study and organizational skills continue to be taught and utilized. This course provides the algebraic background for success in Fennâ&#x20AC;&#x2122;s eighth grade Algebra I curriculum. Some students will complete and master the entire Algebra I curriculum during this year and will be ready for Honors Algebra or Honors Geometry/Trigonometry in eighth grade. Seventh grade mathematics texts: Pre-algebra: An Accelerated Course, Dolciani, Sorgenfrey, and Graham Algebra One Concepts and Skills, Larson, Boswell, Kanold, and Stiff Algebra and Trigonometry, Foerster

Upper School Mathematics At the close of the seventh grade year, each student is placed by his teacher and the Mathematics Department Chair in a course section that best addresses his individual needs and pace of learning. The honors-level course covers a full year of algebra, delving deeply into discussions on matrices, regression lines, and quadratic equations. The standard-level course covers a full year of high school algebra at a more deliberate pace than the honors level. The two-year program allows students to explore each topic from many different perspectives during their eighth and ninth grade years.

The Fenn School Curriculum Guide

Mathematics

Eighth Grade Mathematics

Eighth grade mathematics focuses primarily on algebra. The standard offering is an Algebra I course, which prepares students to represent information in tables, graphs, and equations. Boys develop the algorithms to solve problems algebraically. Students who have successfully completed Algebra I in the seventh grade will either be placed in Honors Algebra or Honors Geometry/Trigonometry in the eighth grade. All students in the eighth grade will learn how to apply their algebraic knowledge to solve real-life problems. Students use their graphing calculators on a daily basis to explore topics such as data analysis, graphing, and patterns involved in algebraic concepts. Resources and texts used in eighth grade mathematics: Algebra One, Kennedy, Schultz, Ellis, and Hollowell Algebra I: Expressions, Equations, and Applications, Foerster Algebra and Trigonometry, Foerster Geometry, Brown and Jurgensen Advanced Mathematics, Brown Trigonometry, Functions and Applications, Foerster Data-Driven Mathematics: Exploring Regression, Dale Seymour Publications Exploring Systems of Inequalities, Dale Seymour Publications Algebra Experiments, Carlson and Winter Larson Math Software

Ninth Grade Mathematics

In ninth grade, students who have completed either Honors Algebra I or Algebra I in eighth grade may take a full year-long course of geometry. Topics include the development of geometric proofs, congruent and similar polygons, circles, coordinate geometry, and transformations. The course emphasizes the connection between geometry and the physical world and works to maintain and extend the studentâ&#x20AC;&#x2122;s algebra skills, as these skills are integrated in the explorations of the geometric concepts. Students explore and discover geometric principles through the use of a variety of approaches. Students who began the Two-Year Algebra class in grade eight continue their study in grade nine. The two-year course provides additional time for practice, assimilation, and mastery of the critical algebraic skills, which form the foundation for future mathematical studies.

The Fenn School Curriculum Guide

Mathematics

Ninth Grade Mathematics Continued Academically qualified ninth graders will enroll in an Honors Algebra II or an Honors Pre-Calculus course. These students will use a standard honors curriculum for the course that is topically equivalent to a rigorous high school Honors Algebra II or Pre-Calculus program. Students who have successfully mastered this course will be ready to take the SAT II level IC or II C Achievement Test at the end of their spring term. Resources and texts used in ninth grade mathematics: Geometry for Enjoyment and Challenge, Rhuad, Milauskes, and Whipple Algebra One, Kennedy, Schultz, and Ellis Pre-calculus with Limits, Larson, Hostetler, and Edwards, Third Edition Exploring Centers, Dale Seymour Publications Trigonometry, Functions and Applications, Foerster Discovering Geometry, Serra and Michael Geometry from Multiple Perspectives, Addenda Series by Coxford The Geometers Sketchpad “Platonic Solids” video series Geometer’s Sketchpad FluidMath Larson Math Software

The Fenn School Curriculum Guide

Science

Science The goals of Fennâ&#x20AC;&#x2122;s science program are to investigate and understand the natural world, to explain events in the natural world, and to use those explanations to make useful predictions. At Fenn, we approach science not as a static set of information to be learned, but as a way of knowing, an ongoing process that involves asking questions, observing, making inferences, and testing hypotheses. Fennâ&#x20AC;&#x2122;s science program applies that approach in a context that encompasses all the domains of science: life science, physical science, earth and space science, technology and engineering. Our active, inquiry-based, lab-oriented science curriculum engages boys first-hand in the process of science, a pedagogical approach that serves the learning and growth of boys. Fenn students apply scientific skills to the world around them; develop a respect, appreciation, and enthusiasm for the natural sciences; and build the skills essential to the study of science throughout their education. Students experience the life of a scientist, developing and practicing basic lab skills, designing and conducting scientific experiments; they develop the critical thinking skills needed to accurately interpret scientific data; and they enhance their communication skills by reporting on the experimental process and the results of experiments in a clear and effective manner. Technology is utilized appropriately to complement lessons and deepen understanding.

Lower School Science In Lower School, students work individually and in cooperative groups to conduct scientific investigations and to begin to appreciate the awe and wonder of the scientific process. Students are introduced to essential science skills and have many opportunities to practice and develop those skills as they apply what they are learning to their surroundings. The Lower School science curriculum integrates all the domains of science and prepares observant and skilled students for the enhanced rigors of Middle School science.

The Fenn School Curriculum Guide

Science

Fourth Grade Science

Fourth-grade science focuses on developing observing, classifying, and measuring skills in applying those skills to aspects of life science, earth science, and physical science. One of the most memorable examples of the hands-on learning typical for the course is the fall field trip to investigate ocean tide pools and collect specimens. Students record observations and supplement those observations through research projects. Units later in the year introduce measuring via the metric system. Students then apply the skills they have acquired to understanding their bodies, in units centered on nutrition and the skeletal system. The domain of physical science is also introduced, as students apply basic physics concepts to the task of designing simple machines.

Fifth Grade Science

Fifth-grade science continues to integrate the domains of physical science, earth and space science, and life science. Students build proficiency in measuring length, mass, volume, and temperature as preparation for exploring the concept of density. In addition to standard lab apparatus—balances, beakers, thermometers—students are also introduced to Vernier data collection software and probes. Additional emphasis is also placed on student record keeping of observations and data via tables, prose, and diagrams. Students combine expression, measuring, and observing skills to units about the earth—investigating rocks, minerals, and volcanoes—and to space—in units about the solar system and universe. Students then must distinguish living things from non-living things as they investigate the characteristics of life, and the class culminates with a study of the human brain. Resources and texts used in Lower School science: Prentice Hall Science Explorer Series (Nature of Science, Interior of the Earth, Astronomy, From Bacteria to Plants) Vernier: Elementary Science with Computers

The Fenn School Curriculum Guide

Science

Middle School Science The Middle School science curriculum introduces new concepts and content in the domain of technology and engineering and challenges students to apply concrete and abstract concepts as they continue to refine their lab skills, skills of observation, and skills of expression in preparation for the investigations they will undertake in Fennâ&#x20AC;&#x2122;s Upper School. In addition, students begin to make connections between data and observations from lab activities and the theories and concepts that are researched and discussed. Students are introduced to the tool of the lab notebook and learn how to maintain a detailed and organized lab notebook to facilitate their learning.

Sixth Grade Science

Sixth grade students explore the topics of ecosystems, weather, the water cycle, birds, and groundwater. As in the Lower School, sixth-grade science integrates all domains of science while focusing on applying concepts in physical science, life science, and earth science. Students are expected to demonstrate increasing proficiency and mastery of lab skills, and assessment blends student performance of these skills with their ability to accurately apply course content to their hands-on work. Fennâ&#x20AC;&#x2122;s campus is our extended classroom, and students hone their observation and research skills by studying the flora and fauna of the local ecosystem, applying ecological principles of food webs and energy flows. They supplement laboratory measurements and observations with research, including hands-on investigations of concepts including photosynthesis, the water cycle, weather patterns, and the flight of birds. In addition, the science domain of technology and engineering continues to be further developed and reinforced within the course of study.

Seventh Grade Science

The seventh grade science course focuses primarily on the domain of physical science and integrates a strong technology and engineering component. The course builds upon the observation skills of the previous year and builds proficiency in measuring. Students use technology and Vernier probes to conduct controlled experiments about force and motion, and are challenged to apply concepts of physical science to the world around them. Through the process of scientific inquiry, topics such as electricity and the electromagnetic spectrum are introduced. Students isolate and test variables as they design wet cells and electromagnets to specifications. The curriculum increasingly emphasizes making connections between lab observations and measurements and the concepts reinforced during class discussions. Seventh grade students are introduced to formal lab report writing, and assessments place added emphasis on how well students express scientific

The Fenn School Curriculum Guide

Science

Seventh Grade Science Continued data tables, diagrams, presentations, and written reports. Resources and texts used in Middle School science: Sixth grade: Prentice Hall Science Explorer Series (Weather & Climate); and Middle Science with Vernier Seventh grade: Prentice Hall Physical Science - Concepts in Action; and Physics with Vernier

Upper School Science Upper School science at Fenn is a rigorous laboratory program that prepares students for secondary school science and beyond. Students are expected to demonstrate mastery of laboratory, critical thinking, and expression skills. The program emphasizes designing and conducting controlled experiments and accurately identifying variables. Students summarize lab activities and controlled experiments through formal lab reports. In addition to formal assessments such as tests, quizzes, and lab reports, students are assessed on their lab performance, the quality of their lab notebook, and lab practical examsâ&#x20AC;&#x201D;students sit for two formal comprehensive exams during the course of the academic year. Students work in cooperative groups within heterogeneous class sections to complete the course of study.

Eighth Grade Science

The eighth grade lab science course builds upon the skills and content of the Middle School Program. The content of the coursework is based on the guiding themes of matter and energy in our world and in living things and integrates the domains of physical science, life science, and earth science. Throughout the academic year, students apply the scientific method by designing and conducting experiments and analyzing data to draw valid conclusions. Significant class time is dedicated to handson lab investigations, at lab stations and in the field. Emphasis is placed on reporting lab findings in a structured lab format. Students begin the year grounding themselves in the scientific method and basic physical science concepts. They explore the characteristic properties of matter, such as boiling points, freezing points, and density. As basic chemistry principles are introduced, students solve problems using the Periodic Table of the Elements. As students are introduced to new science skills, technology, and equipment, they are challenged to solve a specific problem using those skills by designing and conducting experiments. Students analyze their results by creating graphs, data tables, and calculating statistics using Vernier data collection software and probes and Excel spreadsheets. As the year progresses,

The Fenn School Curriculum Guide

Science

Eighth Grade Science Continued students are introduced to the concept of energy, with particular attention given to electromagnetic energy and chemical energy. Students apply Laws of Thermodynamics and Conservation of Energy to trace energy flows and to measure energy content of fuels and foods and light energy from the sun that explains seasonal variations. Applying these skills, students work in the field to measure the energy stored in the Schoolâ&#x20AC;&#x2122;s surrounding ecosystem and compare it with other ecosystems in the world. Teams of students select ten-meter by ten-meter plots on campus and analyze their plot using the skills and concepts learned during the year. Teams map their plots and analyze the soils for various elements and compounds. They calculate the total energy being absorbed by the vegetation in the plot, along with the energy flow through the system. This culminating ecology project prepares and transitions students effectively for the ninth grade science program. Resources and texts used in Middle School science: Sixth grade: Prentice Hall Science Explorer Series (Weather & Climate); and Middle Science with Vernier Seventh grade: Prentice Hall Physical Science - Concepts in Action; and Physics with Vernier

Ninth Grade Science

Ninth grade science is a secondary school-level biology course that focuses almost entirely on the domain of life science, and the lab and classroom space used is exclusively dedicated to the ninth grade program. All major areas of biology are covered: cell and molecular biology; DNA and Mendelian genetics, classification and biodiversity, human anatomy, disease and immunity. Throughout all units, the principles of evolution are applied as a consistent theme. Students in the ninth grade biology course participate in a weekly, dedicated double-block lab session in which they attain proficiency using digital microscopes and Vernier data collection software and probes. Major labs engage students in measuring carbon dioxide released through respiration and photosynthesis, culturing fruit flies to determine inheritance of traits, transforming the DNA of E. Coli bacteria, and diagnosing heart disease and infectious disease. In this capstone course of Fennâ&#x20AC;&#x2122;s science program, students demonstrate mastery of the lab, critical thinking, and expression skills that are emphasized throughout the science program. Upon graduation, students receive biology and lab science credit by the secondary schools in which they enroll. Resources and texts used in Upper School science: 8th grade: Prentice Hall Physical Science - Concepts in Action; and Chemistry with Vernier 9th grade: Miller Levine Biology; and Biology with Vernier

The Fenn School Curriculum Guide

Social Studies

The social studies curriculum is centered around two department-wide essential questions: “Where are we, where have we come from, and where are we going?” and “How is the world in our hands?” The goal of the department is that boys will develop curiosity about history, geography and current events while developing a respect for diverse cultures, past and present. Through their study of a variety of primary and secondary sources and literature, and exposure to different ways of learning, students are empowered to think, speak, and write critically; to evaluate and synthesize information; to acquire, organize, and use information from a variety of sources; to write analytically using textual support; to discover the world through geography; to appreciate history and the forces that shape civilizations; and to understand cause and effect relationships in world events.

Lower School Social Studies In the Lower School, Fenn students begin to explore the geographic and historic forces that have shaped the world around them. They delve into units that give them hands-on opportunities to research, organize and synthesize information, and build reading comprehension, note-taking, and writing skills. Each unit is grounded in essential questions to which students develop iterative answers over the course the unit and the year as a whole. Many units include hands-on projects that provide students with a variety of ways to demonstrate their understanding of a given topic. Creativity, accuracy, and presentation skills are emphasized throughout each projectbased assessment.

Fourth Grade Social Studies

Fourth-grade social studies is a hands-on curriculum develops in students an understanding of culture and an awareness of the relationship between culture and geography. In general, the course focuses on ancient civilizations. Students learn about the earliest hunter/gatherers and how they evolved from a nomadic way of life into settled communities. Then, through the study of ancient Mesopotamia, Egypt and China, students learn and appreciate differences and similarities between people groups as they begin to explore how historical forces shape the cultures of today. While immersed in engaging, research-based projects, students build map skills and improve their research abilities, utilizing two-column note taking and active reading strategies; they sharpen their writing skills through expository paragraph writing; and they practice a variety of presentation skills to improve their ability to communicate clearly and succinctly.

The Fenn School Curriculum Guide

Social Studies

Fourth Grade Science Continued Resources for fourth grade social studies include: Rand McNally classroom atlases Life in Ancient Mesopotamia, Mehta-Jones Life in Ancient Egypt, Challen Life in Ancient China, Challen

Fifth Grade Social Studies

Fifth-grade social studies continues the focus on ancient civilizations by turning to Greece and Rome, using the throughlines of geography, religion, roles of people, government, and legacies. In their study of Ancient Greece, students read Greek mythology and learn about the rise of democracy, the development of Western artistic traditions, and the legacy of this civilization in the modern world. The year concludes with a similar examination of the culture of Ancient Rome and its legacy in the modern world. Skills addressed in fourth-grade social studies are reinforced: reading for main idea and supporting details, underlining key information, two-column note taking, paraphrasing, expository writing, report writing, research, critical thinking, multi-media presentation skills, internet searches, map skills, and oral presentations. Students also deepen their understanding of research using primary source materials. Resources for fifth grade social studies include: The Ancient World, Peck, Bauman, and Johnson The Ancient World, Jacobs Early Times: The Story of Ancient Greece, Art The Ancient World (Prentice Hall World Studies)

Middle School Social Studies

In the Middle School, social studies builds upon and deepens an understanding of culture. In sixth grade, students take a stand-alone World Cultures and Geography course that introduces the concept of globalization and connects them with cultures and other students from around the world. The course seeks to promote cross-cultural understanding through hands-on projects that challenge students to engage with and propose solutions to real-world problems. In seventh grade, Fenn combines the study of English and social studies into a single course called Integrated Studies, which uses a thematic approach to the study of humanities that aligns well the developmental needs of middle school boys. The overarching theme is the question: â&#x20AC;&#x153;Liberty and Justice for All?â&#x20AC;? Exploring this question reinforces studentsâ&#x20AC;&#x2122; knowledge and understanding of key issues and events in American history and culture. The course content also allows teachers to strengthen

The Fenn School Curriculum Guide

Social Studies

Middle School Social Studies Continued writing and reading skills by offering material that is integrated, engaging, and engenders a richness of expression. Vocabulary study from the literature and social studies material incorporates learning techniques that help boys to access and remember the meaning of words whose use is practiced in students’ writing.

Sixth Grade Social Studies

Sixth grade social studies, called World Cultures and Geography, explores the dynamic interplay between patterns of human behavior and the places where people live. Students will learn to apply a wide range of geography skills as they seek to understand the complexity and diversity of the world in which we live. The course strives to promote cross-cultural engagement and understanding, and examines the rich cultures and histories from around the world, including South America, Africa and Southeast Asia. Students will connect with other students from these areas through Skype/FaceTime and other communications technology in order to foster an appreciation of similarities and differences between them and to cooperatively address real-world problems. Moreover, students will examine the world-wide impact humans have had on the environment and will develop strategies for creating a more just and sustainable world. Resources for sixth grade social studies include: World Cultures and Geography, Milson, Altoff, Bockenhauer, J. Smith, M. Smith, & Moore Other readings as assigned.

Seventh Grade Social Studies

Seventh grade is an integrated (English and social studies) humanities course which focuses on American history utilizing several essential questions about freedom: “What does it mean to be free?” “What are the benefits of freedom?” “Should freedom ever be restricted?” Students build on knowledge and skills taught in previous years as they seek to answer these questions through reading and writing, using a variety of literary genres and historical texts. Reading strategies that are learned and practiced in this year include recognizing and interpreting elements of literature and an introduction to the technical reading skills necessary for careful and discerning research. Discussion, oral and visual presentations, and Socratic Seminars are integral components of the course. Students engage in both expository and creative writing, and grammar, editing, and revising are taught and practiced to support the development of good writing skills.

The Fenn School Curriculum Guide

Social Studies

Seventh Grade Social Studies Continued Seventh grade readings may include selections from the following: The Giver, Lowry To Be a Slave, Lester and Feelings Soldierâ&#x20AC;&#x2122;s Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the Minnesota Volunteers, Paulsen Roll of Thunder, Hear My Cry, Taylor The King of Mulberry Street, Napoli A More Perfect Union, Harrison and Harris Selected social studies readings, primary and secondary sources, poetry of the Harlem Renaissance, and other poetry selections.

Upper School Social Studies In Upper School social studies, Fenn challenges students to grapple with multiple sources of information in order to analyze, interpret, and make reasoned historical arguments. A key goal is to develop studentsâ&#x20AC;&#x2122; ability to contribute substantively to class discussions while remaining rooted in the text(s) they are working with for a given unit of study. As writers, students begin to compose extended, thesis- driven analytical and persuasive writing in which they must use evidence to unfold a logical argument. Finally, a major emphasis of both eighth and ninth grade social studies is the idea of citizenship. From local, to state, to national, to global, the question of what it means to be an active, informed, responsible, and participating citizen remains on the forefront of Upper School studentsâ&#x20AC;&#x2122; minds during their work in social studies.

Ninth Grade Social Studies

Ninth grade social studies, called Global Studies, is a year-long, high-school level course devoted to historical inquiries of three significant regions in our world today: the Middle East, India, and China. Our increasing global community requires citizens to be able to think, speak, and write about world issues and problems with intelligence and confidence. Students have the opportunity to pursue these goals while gaining historical perspective about how the past, with all of its complexities, has shaped the world we live in today. Because these regions are heavily influenced by economic factors, the year begins with an overview of economics in the light of limited resources and sustainability: economic systems, global economics, and the pros and cons of globalization. Within each region they study, students gain a better understanding of geography and of some of the issues and tensions that exist in the region today, and will then attempt to better understand how religion plays a role in the shaping of a people. Moreover, the course examines how social, economic, and political history can be analyzed to provide a lens by which to comprehend

The Fenn School Curriculum Guide

Social Studies

Ninth Grade Social Studies Continued the present. The course is deeply interested in building student capacities as global citizens and students of history. Resources for ninth grade social studies include: The World is Flat, 3.0, Friedman The Worldâ&#x20AC;&#x2122;s Religions, Huston Smith, 50th Anniversary Edition

The Fenn School Curriculum Guide

Arts

Arts The arts program is a vital and integral component of a Fenn education. A sequential, broad-based curriculum, combined with extensive public performance and exhibition opportunities, all experienced within a single-sex learning environment, fosters a deep appreciation of many art forms and encourages confidence and creative risk-taking. All students take courses in drama, music, and the visual arts from grades four through seven. An elective program in the eighth and ninth grades allows boys to specialize in particular areas while also requiring boys to continue to have a broad-based arts experience. Fennâ&#x20AC;&#x2122;s extensive arts curriculum emphasizes a hands-on approach, develops critical and analytical skills, builds confidence on stage and in public, and provides an awareness of western and non-western genres. Arts courses meet during the academic day and are considered part of the academic program. Boys receive written feedback in the Lower School, Sua Sponte grades in the Middle School, and academic letter grades in the Upper School, in keeping with the practice in other academic courses. A robust co-curricular choral and instrumental music program and the Middle School play provide further opportunities for so-inclined boys to augment their musical and dramatic skills and experiences. On-site instrumental instruction, taught by a staff of professional tutors, is offered in all wind band and percussion instruments. Guitar lessons are also available. Fenn offers a thriving performance ensemble roster which includes the Treble Chorus boysâ&#x20AC;&#x2122; choir, an a cappella vocal ensemble, First Year Band, Second Year Band, Concert Band, Marching Band, and the Jazz Ensemble. When there is sufficient interest, small ensembles such at String Ensemble, Chamber Music, Saxophone Ensemble, and Brass Ensemble are offered. The Middle School play is offered by audition to sixth and seventh grade students outside the regular academic day during the fall or winter term. Recent performances have included Get Smart and Charlie and the Chocolate Factory. Over the span of a six-year Fenn education, boys have opportunities for acting, playwriting, stagecraft, digital video production, choral music, composition, instrumental music, ceramics, woodshop, digital and traditional photography, sculpture, drawing, cartooning, dance, and painting. Fenn boys graduate with a comprehensive arts education that prepares them for secondary school programs and also gives them the tools to continue with their own individual pursuits in the theater, in the woodshop, in the painting or ceramics studio, behind the lens of a video or still camera, and in a choral or instrumental ensemble.

The Fenn School Curriculum Guide

Arts

Lower School Arts The Lower School Arts Program establishes a solid foundation for a six-year, sequential curriculum in the arts. Lower School students take four required core courses: Studio Art, Drama, Music, and Woodshop. Acknowledging that boys arrive at Fenn with varying degrees of experience and confidence in each of the four disciplines, the program places emphasis on boys trying new art forms, experimenting with design, and taking creative risks. For inspiration, all students attend a Boston Symphony Orchestra concert in the fourth grade and participate in a field trip to a major art museum in the fifth grade. Classes may also visit other local museums or participate in on-campus workshops with professional artists. All fourth and fifth graders perform in a play and a concert, and their art projects are routinely displayed in the Kane Art Gallery and elsewhere around the school. Boys who choose to sing in Treble Chorus or a cappella or participate in the Fenn band program also have several performances.

Lower School Woodshop

Roger Fenn, The Schoolâ&#x20AC;&#x2122;s founder, understood the value of hands-on learning for boys, and he planted the seeds of todayâ&#x20AC;&#x2122;s expansive arts program by establishing a woodshop course. For decades, fourth grade boys have built a toolbox as one of their first forays into the shop. In addition to that project, fourth grade boys build simple wooden sculptures, small boxes with lids, and bird houses. The course emphasizes shop safety and the basic skills of woodworking: measuring carefully, marking accurately, cutting on a straight line, assembling with pilot holes and screws, and finishing with sandpaper. The skills acquired in the fourth grade shop curriculum provide a foundation for a fifth grade boy to move into cabinetry. Working from plans, boys build simple furniture such as a bookcase or table. Fifth graders also begin to finish their projects with greater detail and finesse, using traditional hand tools and techniques, creating simple but solid cupboards that may become family treasures for generations.

The Fenn School Curriculum Guide

Arts

Lower School Studio Art Fourth Grade Studio Art Fourth grade students at Fenn are introduced to important art techniques, the life and works of several famous artists, and opportunities to critique and reflect on student work and masterpieces. Believing that hands-on learning is crucial for a boy’s artistic learning and development, we have boys begin by creating original artworks at the very start of the semester. The class emphasizes instruction in painting, sketching, sculpture, and clay. New terms begin to build boys’ vocabulary in the principles and elements of art—line, shape, repetition, emphasis—giving them tools to describe their creations and the works of others. Fifth Grade Studio Art Fifth grade studio art activities include drawing, painting, and sculpting. Boys use watercolor to paint a plant still life. They draw themselves and then use acrylics to paint a self portrait. In the ceramics unit, they are introduced to Korean Mishima clay inlay technique. They create wire sculptures and build freestanding sculptures using recyclables. As in the fourth grade program, boys keep journals and sketchbooks to reflect on their art.

Lower School Drama Lower School drama students are introduced to the world of the theatre through technique exercises and creative dramatics. Group activities are designed to promote selfconfidence in front of others and establish supportive audience etiquette. An end-of-term play performance completes the fourth and fifth grade semesters. Fourth Grade Drama Fourth grade drama students learn basic theatre vocabulary, stage direction, and stage movement techniques. Character development is a primary focus. Boys utilize their observation, physical, emotional, and multisensory skills to create an endless variety of believable characters. Attention is paid to “staying in character” and vocal projection. Improvisation exercises, observation and critique, and a final play performance in front of fellow fourth graders and family members provide a full and varied introduction to Fenn’s drama program. Fifth Grade Drama Following an initial review of basic theatre terminology and theatre exercises, fifth grade drama students prepare and perform a one-act play based in Greek mythology. All boys participate on stage. The fifth grade play is presented at the end of each term for the entire Lower School, families, and friends.

The Fenn School Curriculum Guide

Arts

Lower School Music The Lower School music program includes opportunities for singing, playing, listening, critiquing, and performing. In addition to curricular classes, many Lower School boys elect to participate in co curricular opportunities such as the Treble Chorus, Beginning Band and Intermediate Band, and an instrumental lesson program. Fourth Grade Music In fourth grade, students actively participate in a wide variety of musical experiences. Emphasis is placed on developing proper vocal technique, basic note reading, and keyboard playing. Games promote critical listening and strong note reading skills. Discussions and listening lessons chosen from the works of classical, popular, and non-Western musicians prepare students to apply basic musical terminology and theory to effectively critique and describe music. Music history components focus on the Baroque and Classical eras and representative composers, and non-western music is also introduced. Students prepare for and participate in a final evening choral performance at the end of the semester, either in December of May. Fifth Grade Music The fifth-grade music program utilizes a variety of classical, popular, folk, and nonWestern music to build upon skills and knowledge acquired in the fourth-grade. Vocal technique, music reading, listening skills, and critique are reinforced. Boys sing in two- and sometimes three-part harmony. Continued keyboard instruction allows boys to play simple melodies, learn basic chords, and participate in ensemble playing. Music history elements focus on the Baroque and Romantic eras and representative composers. Performance continues to be an important goal of the fifth-grade program. Students participate in an end-of-term evening choral concert in December or May.

The Fenn School Curriculum Guide

Arts

Middle School Arts The Middle School arts program expands on the Lower School offerings, with the addition of dedicated courses in ceramics and photography. The complement of six required courses provides a rich program of dramatic, musical, and visual arts offerings which foster greater artistic independence, creative expression, articulate critique, and technical ability. While the arts faculty continues to value and promote creative risktaking, they also hope to elevate boysâ&#x20AC;&#x2122; understanding and skill at this developmental stage.

Middle School Woodshop Sixth Grade Workshop Sixth grade shop students create more sophisticated furniture. Greater personal style choices are given as boys choose the type of wood, joinery, finish, and furniture type. Seventh Grade Workshop Seventh grade shop students imagine themselves in the 1800s and design a chest to hold their most valued possessions. Choosing among several design options, students fashion sea chests similar to ones built by explorers and settlers. Instruction exposes students to the ship lap joint as well as tools such as chisels and the biscuit joiner.

Middle School Studio Art Sixth Grade Studio Art Sixth grade studio art students increase their academic knowledge of art and their observational skills by examining schools of art: surrealism, abstract art, Dadaism, and Impressionism. Students research and become familiar with the names and works of influential artists from various cultural, ethnic, racial, and religious backgrounds. Sketching from nature and still life, drawing exercises include lessons in perspective and proportion. Boys study the function and force of color, as well as contrast, balance, and mood. Students are encouraged to use their paintings to make personal statements, just as famous painters do. Seventh Grade Studio Art The seventh-grade studio art course builds upon knowledge of artists and styles developed in the sixth grade. With an emphasis on the importance of human experience across many cultures, students discuss and evaluate the contributions of artists of various ethnic, racial and cultural backgrounds. Students are asked to identify and articulate the strengths and

The Fenn School Curriculum Guide

Arts

Seventh Grade Studio Art Continued Georgia O’Keeffe, and Jacob Lawrence. Boys select and study a major artist’s style and create an original painting incorporating aspects of that artist’s style. In preparation for this project, students review exercises in perspective and light and shadow, and receive more advanced instruction in the use of tertiary and secondary colors.

Middle School Ceramics Sixth Grade Ceramics Sixth grade ceramics students create clay pots and vessels using pinch, slab, and coil methods. Continuing to develop skills introduced in the Lower School curriculum, boys explore several hand-building techniques to create a large composite pot which incorporates animal features or embellishments. Seventh Grade Ceramics Students in seventh grade ceramics refine hand-building techniques learned in the sixth grade and apply new, more complex skills. They create personalized, ornate relief plaques, as well as surreal and fantastic sculptures that combine unrelated forms. Class discussions cover concepts such as architectural structure, texture, contrast, pattern, and unity, and there are many opportunities for journaling and art history discussions.

Middle School Drama Sixth Grade Drama The sixth-grade drama program introduces the works and words of William Shakespeare. Students learn historical background information about Shakespeare and his time. All students participate in edited scenes from one of several plays: Macbeth, Julius Caesar, A Midsummer’s Night Dream, The Tempest, and Hamlet. The collaborative atmosphere allows students to problem-solve and to work as an ensemble to understand the language, characters, and plots of the plays. Students finesse their skills in developing a character, staying in character, listening, memorizing and delivering lines, and using body language. Boys also participate in backstage aspects of theatrical performance such as stage and set design, lighting, and prompting. Each class presents a final performance, in conjunction with the sixth grade music classes, to an audience of parents and sixth grade class members and faculty.

The Fenn School Curriculum Guide

Arts

Seventh Grade Drama The seventh grade drama curriculum is structured to give the maximum amount of opportunity and individual attention to each student. The course begins with improvisations focusing on the emotional nature of more dramatic scripts. Students draw upon incidents from their own lives in order to create realistic, truthful, and spontaneous characterizations. Then, student actors not only stage their own scenes, but also serve as stage crew members and lighting technicians for other studentsâ&#x20AC;&#x2122; scenes. The term ends with Fennâ&#x20AC;&#x2122;s Performing Arts Showcase, presented to parents and the seventh grade class and faculty.

Middle School Music Sixth Grade Music Sixth grade music students build upon skills and knowledge acquired in the Lower School program. Composition and music analysis becomes the focus in the Middle School. Note reading skills and principles of form, unity, contrast, and texture are applied through musical composition. Boys create several pieces, both collaboratively and individually, using Sibelius and Garage Band computer software. Boys present these original compositions in class and critique one anotherâ&#x20AC;&#x2122;s works, applying proper musical terminology. Seventh Grade Music The seventh grade music curriculum gives a broad survey of Western music history and emphasizes composition. Students study music of the Middle Ages and Renaissance with a focus on chant, the origins of modern notation, and the evolution of harmony. Boys also study aspects of the Classical and Romantic era, including representative composers and works. The term ends with an exploration of the Jazz Age, with an emphasis on the Harlem Renaissance, women composers, and African-American musicians. Several composition assignments utilizing Sibelius and Garage Band computer software correlate with the historical eras studied in the music curriculum, and boys work individually and collaboratively to compose and critique original pieces. In addition to the curricular music program, boys may elect to enroll in The Fenn Band, The Fenn Marching Band, jazz ensemble, string ensemble, an a cappella ensemble, and oncampus lessons in wind band instruments, percussion, and guitar.

The Fenn School Curriculum Guide

Arts

Middle School Photography Sixth Grade Photography The sixth grade photography course introduces the manual operation and basic maintenance of a 35mm camera, including shutter speed, aperture, and depth of field. Students select the primary subject matter and include landscape, architecture, portraiture, still life, and sports photography, with an emphasis on proper exposure, thoughtful composition, and understanding light. Students develop their black and white film from negative to print in Fennâ&#x20AC;&#x2122;s fully-equipped darkroom. During the latter part of the term, the students learn the basics of digital imaging. They use digital cameras, scanners, CD burners and photo quality printers to produce and manipulate images using the computer program Adobe Photoshop. Seventh Grade Photography The seventh grade photography course begins with a brief review of the 35mm camera and the technical procedures in the darkroom. The students select their subject matter with an eye for composition, conveying what they see and feel through their photographs. Classroom discussions of technique and critiques of student work occur frequently during the seventh grade. Darkroom techniques and procedures are more advanced, and students concentrate on producing more refined â&#x20AC;&#x153;finishedâ&#x20AC;? prints. As in the sixth grade, digital imaging is offered in the latter part of the term. More time is devoted to the process of producing and manipulating multiple images, as well as exploring the complexities of imaging programs such as Adobe Photoshop.

Upper School Arts The Upper School Arts program is an exciting and rich curriculum which allows boys to choose from a dozen or more courses in order to specialize in particular areas, while also participating in a broad artistic program by meeting requirements in the visual, dramatic, and music arts. The curriculum continues to offer a hands-on approach, with increased leadership opportunities, and an opportunity to develop real expertise in a medium a boy finds particularly rewarding. While creativity and risk-taking are important, there is more emphasis on skill in the Upper School courses, in preparation for the secondary school experience.

The Fenn School Curriculum Guide

Arts

Upper School Woodshop Upper School is a time to explore the boundaries of what is possible in furniture making, incorporating and building on the shop skills students have acquired in previous years. Students review major styles of twentieth-century furniture—Arts and Crafts, Craftsman, Art Deco, Japanese, Scandinavian, and Modern. Using these styles as inspiration, students either use an existing plan chosen from the woodshop library or create an original design using their own creativity and ingenuity. There is a greater freedom to work independently in the Upper School woodshop program, with the teacher acting as a resource and consultant.

Upper School Painting This course builds on techniques learned in the Lower and Middle School programs. Using acrylics, students continue to develop their sensitivity to color, composition, and value while learning to apply their understanding of the principles of art in their work. Through a series of exploratory works, students recognize individual strengths and traits to be developed in their final work of social or personal commentary. Using examples from the multicultural world of art, students continue to speak the language of art and to harness the ability to convey and derive visual meaning. Emphasis is on understanding, communication, development of skills and developing a personal technique and style.

Upper School Ceramics The primary focus in this course is on learning to “throw” on the potter’s wheel. After initial demonstrations, the course becomes largely self-directed, with the teacher acting as a resource and guide. This course emphasizes the artistic process, and, to some degree, trial and error, as boys become more experienced and confident with the particular challenges of centering and throwing pots, vases, mugs, and bowls. Students continue the process of wheel throwing by trimming their pieces and glazing, often using professional-quality dipping glazes that result in impressive creations displayed in the Kane Art Gallery.

The Fenn School Curriculum Guide

Arts

Upper School Photography In the Upper School, advanced film camera and darkroom skills are introduced, with instruction focusing on accessory equipment and black and white printing techniques. The class concentrates on refining shooting skills using the elements of art and principles of design to isolate the area of emphasis in the image. Students review the operation and maintenance of the 35mm camera, film selection, and basic darkroom techniques, then concentrate on refining their shooting and darkroom skills while being introduced to accessory equipment such as filters, tripods, trip cords, wideangle and telephoto lenses, electronic flash, and strobe lighting. The class also offers instruction in advanced darkroom techniques such as dodging, burning in, flashing, pushing and pulling film, and high contrast printing. Later, the curriculum shifts to digital imaging, and instruction centers on SLR digital cameras, and advanced Photoshop methods. Building on skills learned in the Middle School courses, students take a more in-depth look into the hardware and software used in the digital photography process, with an emphasis placed on the manipulation, deconstruction, and reconstruction of multiple images. Studentsâ&#x20AC;&#x2122; finished prints are displayed in the classroom, around the School, and in the Kane Gallery.

Upper School Drama The Upper School program offers a comprehensive list of opportunities in all aspects of theatre. Building on the foundation acquired in the Lower and Middle School drama programs, the pieces selected and performed in the Upper School are advanced and require artistic commitment, truthful characterization, effective ensemble work, and risk-taking. Actors receive individual attention with regard to acting skills such as character development, emotional expression, physical movement, motivation, vocal delivery, and staging techniques. Theater Tech classes allow boys to gain in-depth experience in lighting, sound, set design, and stage managing. Video Production introduces boys to filming, editing, script writing, acting, and directing. Drama offerings vary by term, but include the fall drama production, the winter musical (held in cooperation with Nashoba-Brooks School and the Fenn music program, and hosted in alternate years at Fenn), as well as the spring comedy, and classes such as Improv, Theatre Tech, and Video Production. Many of the courses require additional time commitments beyond the scheduled class periods, and in some cases weekend commitment. Each of these courses culminates in at least one performance, and some plays are performed for audiences two or three times.

The Fenn School Curriculum Guide

Arts

Upper School Music The Upper School program presents opportunities for composition, instrumental music, and vocal music. Offerings are designed to appeal to a wide variety of interests, abilities, and confidence levels. Admittance into classes is not by audition, but a willingness to take risks and a commitment to improve oneâ&#x20AC;&#x2122;s skills is expected. Music offerings vary by term, but include Composition, Steel Drums, Rhythm Ensemble, Dance, Introduction to Guitar, and the winter musical (performed in conjunction with Nashoba-Brooks School and the Fenn Drama Program). In addition to the curricular music program, boys may elect to enroll in The Fenn Band, The Fenn Marching Band, Jazz Ensemble, String Ensemble, an a cappella ensemble, and on-campus lessons in wind band instruments, percussion, and guitar.

Upper School Street Dance Students learn the skill of self expression through dance and movement. Styles taught include street and hip-hop dance at a number of schools around greater Boston. Students will receive a physical workout, choose music to dance to, learn several moves, and incorporate their moves into a routine. The class culminates in an end of the term performance.

The Fenn School Curriculum Guide

Athletics

Athletics The Fenn athletic program promotes athletic competence, confidence, and enjoyment for students of varying athletic abilities and interests. It stresses learning and practicing individual and team skills, and it offers a variety of individual and team activities with various levels of competition. At all levels, good sportsmanship is stressed as the primary lesson. An important characteristic of the athletic program is that our coaches are also Fenn teachersâ&#x20AC;&#x201D;a reflection of Fennâ&#x20AC;&#x2122;s philosophy that the field and the gym are also classrooms. This commitment maintains a continuity of the Fenn philosophy in all areas of life and learning at the School, and also emphasizes athletics as an educational tool to help young men learn skills of sportsmanship and to participate appropriately in competition. Fenn has a long tradition of alumni coming back and assisting in the athletic program, and this, combined with the dedicated teacher-coaches, creates a program of tremendous richness that makes each boyâ&#x20AC;&#x2122;s athletic life at Fenn a lifelong positive experience. The program at Fenn is centered on team sports because we believe belief that team sports give boys the best opportunity to grow and develop as both athletes and people. As boys move through the program they learn life skills such as sportsmanship, teamwork, resilience, and fair play.

Lower School Athletics The Lower School athletic program is designed to introduce students to the Fenn athletic philosophy, which is focused on teamwork, athletic skill development, physical fitness, and having fun. Fourth Grade Athletics The primary goal in fourth grade is to merge individual boys into a cohesive unit in which each participant understands how important appropriate behavior and attitude are to the good of the team. This focus teaches boys to be supportive of their teammates and respectful of their opponents. Fourth grade sports: Fall: flag football, soccer Winter: basketball, floor hockey, ice skating, indoor soccer Spring: baseball, McWhippet Lacrosse (non-contact lacrosse)

The Fenn School Curriculum Guide

Athletics

Fith Grade Athletics The fifth grade program is designed to introduce the sports that will be offered in Middle and Upper School and to build upon what boys have learned in the fourth grade. During each season, all of the boys participate in the sports listed below. Skill and sportsmanship development in the fifth grade prepares boys for the intramural sport in which they will engage in Middle School. Fifth grade sports: Fall: soccer, flag football Winter: basketball, floor hockey, ice skating, indoor soccer, wrestling Spring: baseball, McWhippet Lacrosse (non-contact lacrosse)

Middle School Athletics The sixth and seventh-grade sports program is based on intramural competition and stresses fundamental skills and team play. Boys choose a team sport to play in each of the three school terms and compete on intramural teams. At all levels, effort grades are given in sports to emphasize how hard one tries, as opposed to how well one does. It is Fennâ&#x20AC;&#x2122;s policy that seventh grade students who are particularly skilled in a sport, meet all criteria for participation, and are satisfactory citizens may play on a Varsity or Junior Varsity Upper School teams. However, only seventh graders who will be significant contributors at the top level of the team are selected. An extraordinary sixth-grade athlete whose needs, in Fennâ&#x20AC;&#x2122;s view, will be better met on a Junior Varsity or Varsity team may have the opportunity to play up if the Fenn Athletic Committee deems it appropriate. Middle School sports: Fall: football, soccer Winter: basketball, ice hockey, wrestling Spring: baseball, lacrosse, tennis

The Fenn School Curriculum Guide

Athletics

Upper School Athletics In each of the athletic seasons, Fenn offers a choice of sports. All Fenn coaches are Fenn teachers or alumni, and Fenn guarantees that any boy who wishes to play a given sport will have that opportunity. It is Fenn’s philosophy that the quality of the boy’s athletic experience is more important than the level of the team he makes. In the Upper School, this means that boys are assigned to one of three levels of play after careful evaluation by coaches and input from the boys themselves: Varsity, Junior Varsity, and Third or “Squad” Levels. Fenn is committed to offering a quality experience to each boy at whatever level he plays and does not guarantee that a boy will play at a Varsity or even a Junior Varsity team during his time in the Upper School. Upper School boys play in Fenn’s interscholastic program, in which they compete on teams against other schools in the area. Upper School sports: Fall: cross-country, football, soccer Winter: basketball, ice hockey, wrestling Spring: baseball, lacrosse, tennis, track and field Varsity-Level Competition Coaches of Varsity teams will utilize their players to put forth every effort to be competitive. In close games, every boy may not play. In other games, coaches have the responsibility of playing as many boys as much of the time as possible. Boys are aware that any player exhibiting a poor attitude or frequent absence from practice will have his playing time limited as a result. Junior Varsity-Level Competition As with Varsity-level competition, the goal for Junior Varsity squads is to maintain teams of the best practicable sizes to allow quality playing time for the boys. Coaches will play every boy approximately a quarter of each game. Having done that, it is understood that, in the last few minutes of a close game, there is no need to continue substitution. A coach may play his/her best players in an attempt to win the game. A player’s poor attitude or his absence from practices may limit his playing time.

The Fenn School Curriculum Guide

Athletics

Thirds or Squad-Level Competition It is incumbent upon the School and the Director of Athletics to supply enough coaches and game schedules so that the Third Team squads are not too large. It is the goal of the Third Team coaches to play every boy on their teams for an approximately equal time. As is the case with Varsity and Junior Varsity levels, a playerâ&#x20AC;&#x2122;s poor attitude or his absence from practice may limit his playing time, however. In the sports where there may be only one team at the Upper School level (football, hockey, and lacrosse, for example), every attempt will be made to meet the needs of all levels of players on the team. On these Varsity-level teams, it is possible that not every boy will play in every game. However, additional games can be added to enhance the experience of all the players. Fenn strives for a positive overall experience for each member of the team.

The Fenn School Curriculum Guide

Student Life

Student Life The Fenn Student Life Program supports and nurtures boys as they grow and mature during their early and middle adolescent years. In support of the Schoolâ&#x20AC;&#x2122;s mission, the program reinforces the values of honesty, respect, empathy, and courage. The student life curriculum strives to enable Fenn students to understand and engage successfully the social, emotional, and physical challenges and changes of their adolescent years. It does so by developing boysâ&#x20AC;&#x2122; self-confidence, expanding their self-awareness, deepening their understanding and acceptance of others, and promoting a sound knowledge of the physical, emotional, and social development tasks of this period in their lives bridging boyhood to manhood.

Lower School Student Life In fourth and fifth grades the emotional and social growth of boys is addressed and nurtured through the advisor program. Advisors have both formal and informal interactions with boys on a daily basis.

Middle School Student Life The sixth-grade student life curriculum is taught by the Headmaster. The curriculum provides boys with relevant information, skills, and guidance to support them as they enter middle school and adolescence. Discussions focus on the social, emotional, and physical changes of these years. In the fall term, topics include: adjusting to middle school; managing changing peer and family relationships; and using technology responsibly. Winter and early spring term topics are: the physical, emotional, and social changes of puberty, adolescence, and sexuality. A final unit in the late spring focuses on responsible decision making in adolescence regarding tobacco, alcohol, and other drugs. The seventh-grade curriculum is taught by the Head of the Middle School. Seventhgrade student life continues to provide essential information, skills, and guidance relating to the emotional and physical challenges that boys will experience in middle school and adolescence. Students study the theory and reality of adolescent development. The curriculum offers a forum in which to discuss current climate and events within the School and the world. Finally, the curriculum provides emerging adolescents with social, emotional, and learning resources so that they can continue to make healthy choices throughout their teenage years. During the fall term, students explore forming relationships, coping with difference, and respecting classmates. The

The Fenn School Curriculum Guide

Student Life

Middle School Student Life Continued term focuses on creating a healthy lifestyle. The focus is on digital citizenship and how media and advertising influence society’s expectations about masculinity. The spring term centers on decision making, using real-life situations to resolve conflict and make healthy and ethical choices in their own lives. The term ends with a focus on human intimacy, sexuality, and substance abuse.

Upper School Student Life The eighth-grade student life curriculum is taught by the Student Life Department Chair. The curriculum in the eighth grade is broken into three parts. The fall curriculum centers on decision-making as it relates to acceptance and treatment of peers, self-esteem issues, and the balance of stress at school, home, and in other relationships. Also discussed are students’ responsibilities as digital citizens. The winter term focuses on adolescent sexuality, including male and female anatomy, contraception, and sexually transmitted diseases, as well as an exploration of the social and emotional aspects of sexuality. In the spring, the boys participate in a substance abuse prevention program that focuses on the effects of alcohol, tobacco, and marijuana use. A unit is also offered by the educational consulting firm, Freedom from Chemical Dependency. The eighth-grade year ends with a unit on transitioning to the ninth grade, either at Fenn or other schools. The ninth-grade student life curriculum is taught by Fenn’s Consulting Psychologist. In the fall, students discuss balancing school life, home life, and outside relationships; they examine relationships with peers, families, and friends; and discuss issues of selfesteem, digital citizenship, and moral grounding in our society. During the winter term, class discussion centers on sexual education: dealing with relationships and appropriate sexual behavior, understanding one’s sexuality, understanding the impact of media and advertising on sexuality, and making decisions that are safe and appropriate. In the spring term, students discuss the exposure to drugs and alcohol in high school; risky behavior as it pertains to drugs; and media and advertising of alcohol, marijuana, and tobacco use. A unit is offered by the educational consulting firm, Freedom from Chemical Dependency. Finally, there is discussion about graduating from Fenn, leaving friends, and beginning a new school in the fall.