Junior High Articulation by Loyola Academy

Junior High Articulation 2024 Loyola Academy Agenda

Continental Breakfast 8:30 a.m. to 8:50 a.m.

Welcome

Nick Bridich, Vice President of Enrollment

Rev. Gregory J. Ostdiek, SJ, President

Message from Principal Tim Devine

Loyola Partnering through Professional Cohorts

Denise Damasco, Math Cohort

Tyler Vradenburg, Counseling Community Cohort

Interactive Learning in Makerspace

Justin Hart and Nathan Ward

Academic Success and Student Support

Chris Penna, Associate Principal for Student Success

Testing Accommodations & LA Academic Supports

Sara Cagle, Director of O’Shaughnessy Program

Admissions Overview Data Sharing Tracking

Student Panel

Closing 10:15 a.m.

Optional Classroom Audit 10:30 a.m. to 11:00 a.m.

Nick Bridich

VP of Enrollment

nbridich@loy.org

847-920-2483

Lynn Gorman

Assistant Director of Admissions

lgorman@loy.org 847-920-2481

Fall Shadow Days:

Ramar Evans

revans@loy.org 847-920-2487 Admissions Recruiter

Manuela Sanchez

Admissions Recruiter

msanchez@loy.org

847-920-2496

Eighth grade students may shadow at Loyola Academy. Shadow reservations are made online at www.goramblers.org. If you would like all eighth graders to shadow on a particular day, please contact Mr. Ramar Evans at revans@loy.org to schedule a day. The day will be reserved for students from your school. Parents should still register through parent MyLoyola account even though the day has been reserved for students from your school.

Admissions

Important Dates for the Admissions Process for the Class of 2029:

November 22, 2024 - deadline to request accommodations on entrance exam. Only students seeking accommodations need to adhere to this deadline. If an eighth grade student is seeking extended time or other accommodations on the entrance exam, the parent or guardian needs to complete the Request for Accommodations on HSPT Form and submit a copy of their most recent psychoeducational evaluation, as well as, an IEP/504 plan/ICEP. Please email all documents to testingaccommodations@loy.org. No hard copies or mailed copies will be accepted. If you have any questions please email testingaccommodations@loy.org.

December 7, 2024 - students must take the entrance exam at Loyola Academy to be considered for admission and financial aid. Registration opens on November 11 and will close December 5. Registration for the exam is through the parent MyLoyola account on the student checklist.

Students participating in the December 7 exam will complete the admissions application through the parent MyLoyola account on the student checklist. Financial aid applications will be available to all students that tested at Loyola Academy on December 7.

December 16, 2024 - academic records (seventh and eighth grade report cards and standardized test scores) need to be uploaded as a single file through parent MyLoyola account on the student checklist.

December 16, 2024 - application for admission due by midnight.

December 16, 2024 - student records due by midnight.

January 6, 2025 - financial aid applications due.

January 31, 2025 - letters of decision emailed.

February 24, 2025 - registration deadline for Class of 2029.

The High School Placement Test

The test administered at Loyola Academy is the High School Placement Test (HSPT) produced by Scholastic Testing Service. It measures skills in two general areas: ability (verbal and quantitative) and achievement (reading, mathematics and language). The results of the examination are presented in percentiles which have a range from 1 to 99. The percentile lets a student know roughly where the student performs in relation to the larger group. For example, if a student earns a percentile of 75 in Reading, the score indicates that the raw score the student earned on the exam places the student above 75% of the students taking the exam.

National & Local Percentiles:

Thenationalpercentilesreflectastudent’sstandinginrelationtothegeneralnational populationofeighthgradestudentswhohavetakentheHSPT.Thenationalpercentiletells thestudentwhatpercentofthestudentsheorshescoredaboveandbelownationally. Thelocalpercentilesfocusonaspecificgroupwithinthetotalgroup;inthiscase,justthe candidatesfromLoyolaAcademy.ThelocalpercentileforLoyolaAcademywillalwaysbe muchlowerthanthenationalpercentile.

Sections on the HSPT Exam:

Cognitive Skills

Verbal skills consist of 60 items yielding the Verbal Skills score. The Verbal Skills measured are synonyms, antonyms, verbal analogies, verbal classifications, and logical reasoning.

Quantitative skills consist of 52 items yielding the Quantitative Skills Score. Number series, number manipulations, and both geometric and non geometric quantitative comparison items are included.

Basic Skills

Reading consists of 62 items yielding the Reading scores for the battery. Among the major comprehensions skills measured are the ability to remember important ideas and significant details, recognizing central thought or purpose, making logical inferences, and understanding vocabulary in context.

Mathematics consists of 64 items yielding the Mathematics score for the battery. Computation and problem-solving are evaluated, along with the student’s knowledge of important concepts and his or her ability to reason. CALCULATORS ARE NOT PERMITTED ON THE EXAM.

Language consists of 60 items evaluating student skills in punctuation, capitalization, spelling, grammar, usage, and composition. This section of the exam tests the ability to use grammar correctly, explores the skills in syllabication, style, usage, and diction. In addition, the test evaluates skill in spelling.

Battery Composite score: The Composite score is the sum of raw scores on the five tests of the HSPT converted into a standard score. The battery consists of 298 items. 112 items are from the cognitive skills section of the test, and 186 items are from the basic skills sections.

Loyola Academy uses the results of the HSPT exam for both admission to Loyola and placement for freshman year. The math and language qualifying exams determine the course. These exams do not affect the student’s track placement. After freshman year, all level placements are based on student performance.

Students with Diagnosed Learning Differences

Learning Accommodations that are supported:

testingaccommodations@loy.org 847-920-2465

Extended time for tests and semester exams (not exceed 50% extended time).

Preferential seating.

No scantron for tests.

Learning Accommodations that are not supported:

Curriculum modification

Remediation

Modified assessments

One on one instruction

Small group testing

ESL instruction

Process for Requesting Accommodations:

All requests for learning accommodations will be considered after Loyola has received/reviewed the following:

Complete the Request for Accommodations on HSPT Form and submit by November 22, 2024; the form is available at goramblers.org/admissions

A student’s current IEP/504 or ICEP and current psycho-educational testing (within three years).

Anecdotal information from a student’s current teachers regarding the student’s academic performance. For students seeking admission to Loyola, a review of the accommodations currently utilized at the junior high level will be required.

Students seeking accommodations on Loyola Academy’s entrance exam must submit psycho-educational testing and an IEP, 504, or ICEP by November 22, 2024 to testingaccommodations@loy.org.

Please note: The presence of a learning disability does not automatically mean that a student will receive academic accommodations. Loyola will carefully review all relevant information to determine if there is a significant discrepancy between measured cognitive ability and academic achievement. This is consistent with the process College Board and ACT use to decide whether students are eligible for accommodations on their exams.

If a determination is made to support learning accommodations, Loyola will formalize an Academic Achievement Plan for the student that will specify his/her accommodations. This plan will be shared with a student’s parents, classroom teachers, and counselor and can be used when requesting standardized testing accommodations during high school. The Academic Achievement Plan will be reviewed on a yearly basis.

Math & Language Qualifying Exams

The Math Qualifying Exams are OPTIONAL. Students placed in Algebra 1, level 6 or 9, may take the exam to be considered for Geometry. Students placed in Algebra 1, level 1, may take the exam to have the summer school requirement reviewed and to be considered for Algebra 1 level 6. If a student does not take a Math Qualifying Exam, the student’s math course placement will not change. Students will choose their exam date during online registration. These exams will be offered on the following dates and times:

Tuesday, April 1, 2025

Thursday, April 3, 2025

Saturday, April 5, 2025

4:30 p.m. to 6:00 p.m. 4:30 p.m. to 6:00 p.m.

8:00 a.m. to 9:30 a.m.

Pre-registration is required. Students will pre-register during online registration. Scientific/Graphing TI-83, TI-84 calculators are permitted only for the students taking the exam to be considered for Geometry. Graphing TI-89 or TI-92 calculators are not permitted.

All students who have been placed in Algebra 1, level 6 or Algebra 1 level 9 will take the Geometry Qualifying Exam. A calculator is allowed on this exam.

All students who have been placed in Algebra 1, level 1 will take the Algebra I level 6 qualifying exam. No calculator is allowed on this exam. There is no fee for the qualifying exams. Students should bring two #2 pencils with erasers to the exam.

If you have questions about the Math Qualifying Exams, please contact Mr. Phil Nieman at pnieman@loy.org.

The Language Qualifying Exams are OPTIONAL. All incoming freshman who have previous experience in Latin, French, Spanish, and Chinese should take the Language Qualifying Exam to be considered for year 2 of language or above. The Language Qualifying Exam is offered on the following dates and times:

Wednesday, April 2, the exams open at 3:00 p.m. and close Thursday, April 3, at 10:00 p.m. Saturday, April 5, the exams open at 10:00 a.m. and close Sunday, April 6, at 8:00 p.m.

Pre-registration is required. Students will pre-register during online registration. No fee is required for the qualifying exam. Language translators are not permitted on the qualifying exam.

If you have questions about Language Qualifying Exams, please contact Dr. Tina Melstrom at tmelstrom@loy.org@loy.org.

Academic Supports

hris Penna

ssociate

Principal

or Student Success penna@loy org 47-920-2442

Program Overview:

Academic Supports

Student Success centers on a student’s ability to reach their potential. At Loyola Academy, we aim to assist all students in achieving their academic potential. In doing so, we offer numerous academic supports for all students in all grades and track levels. Those supports include O’Shaughnessy, Magis, peer tutoring programs, Math Resource Lab, Science Resource Lab, and Mary McCarthy Hughes Writing Lab. Additionally, our Academic Drop-In Center provides all students on-the-spot faculty and peer support throughout the day. Our goal is to promote an active and supportive learning environment for Loyola students beyond the classroom.

Testing Accommodations:

Loyola Academy is able to support students who need limited accommodations to be successful in a college preparatory high school. Students with diagnosed learning differences have been successful in all placement tracks offered at Loyola. A complete psycho-educational or neuropsychological evaluation, within the last three years, must be submitted to Loyola for consideration of accommodations. The presence of a learning disability does not automatically mean that a student will receive academic accommodations. Loyola will carefully review all relevant information to determine if a student qualifies under Loyola Academy’s criteria. Loyola’s accommodations are limited to:

50% extended time on tests and semester exams

No scantron

Preferential seating

Academic Resource Offerings:

O’ShaughnessyProgram–servesfreshmenandsophomorestudentswhowouldbenefit fromimprovingliteracyandexecutivefunctioningskillstosucceedinacollegepreparatory environment.Admissiontotheprogramisbasedonentranceexamscores,juniorhigh standardizedtestscores,juniorhighacademicperformanceand/orpsycho-educational testing.IncomingfreshmenadmittedintotheO’Shaughnessyprogramarerequiredto successfullycompleteasummerschoolcoursepriortofreshmanyear.Dependingontest scores,someincomingfreshmenmayalsoberequiredtocompleteAlgebra1duringthe summer.

PeerTutoring-One-to-onetutoringbypeerstoprovideindividualizedinstruction, practice,repetition,andclarificationofconceptswithintheschooldaytoservestudents withextracurricularcommitmentsorwhofeeltheywouldbenefitfromworkingwitha fellowLoyolaAcademystudent.PeerTutorsareavailablefordrop-insupportthroughout thedayintheAcademicDrop-InCenter.

Magis–isanintensiveshort-terminterventionforstudentsinacademiccrisis.Thegoalis tohelpstudentsacquiretheorganizationalandacademicskillsneededtobesuccessfulas independentlearners.

MathResourceLab-TheMathResourceLabisaresourceforstudentswhoneedshorttermassistancewithMath.TheMathResourceLabiswherestudentswithspecific questionsonhomework,quizzes,andtestscangetthehelptheyneed.TheLabisopen from7:00–9:00a.m.andduringLunch/Flexes.TheLabisstaffedwithLoyolamath teachersandislocatedintheAcademicDrop-InCenter.

ScienceResourceLab-TheScienceLabisstaffedbymembersoftheScienceDepartment andprovidesstudentswithspecificsciencesupportduringthelunch/flexintheAcademic Drop-InCenter.

MaryMcCarthyHughesWritingLab-TheWritingLabisaresourcewherestudentswith specificquestionsaboutwritinginanysubjectcangethelp:includinghowtowriteathesis, embedtextualevidence,andorganizeanessay.TheLabislocatedintheAcademicDrop-In Centerandisopenthefirsthourofthedayandalllunch/flexes.

Counseling Formation

Tyler Vradenburg Department Chair tvradenburg@loy.org 847-920-2521

Program Overview:

TheCounselingDepartment,rootedinourJesuit,Catholictradition,aimstoprovideall studentsatLoyolaAcademycounselingprogramsthataredevelopmental,preventative,and comprehensivebasedonstudentcompetenciesintheareasofacademics,personal/social growth,andcollege/careerdevelopment.Weoffersupportgroups.

TheFormationProgramisauniqueelementoftheLoyolaAcademyCounselingProgram.It isourfour-yearsequenceofcounselingcurriculumthatenhancesLoyolaAcademy’sdistinct Jesuitvisionbypromotingthegrowthofstudentstobecomewomenandmenforothers whoarereligious,intellectuallycompetent,physicallyfit,loving,opentogrowthand committedtodoingjustice.TheFormationProgramalsoincorporatestheStateofIllinois’ SocialEmotionalLearning(SEL)Standards:

Studentswilldevelopself-awarenessandself-managementskillstoachieveschooland lifesuccess.

Studentswillusesocial-awarenessandinterpersonalskillstoestablishandmaintain positiverelationships.

Studentswilldemonstratedecision-makingskillsandresponsiblebehaviorsinpersonal, school,andcommunitycontexts.

StudentsattendFormationclassfacilitatedbytheirschoolcounselor.Theyexplorerelevant topicstohighschoolstudentsthroughactivitiesanddiscussions.Outsideprofessional agenciesandlocalcommunityresourcespresentonrelevantadolescenttopicswhich promotepositivelifechoices.AssignmentsforFormationincludepersonalassessments, journalwriting,presentations,andgroupprojects.

Essential Skills for Freshman Year of Studies:

Organization and time management

Communication skills and self-advocacy

Self reflection

Develop positive and healthy peer relationships

Freshman Course Offerings:

Loyola Academy requires that all students complete 1.0 credit of Formation (.25 credit per year) for graduation. In order to earn the annual .25 credit, students must maintain regular attendance, complete all assignments, and actively participate in Formation sessions. Formation will be reflected on student transcripts and students will receive a grade of Pass or Fail.

Total Number of Course Offerings:

Freshman, Sophomore, Junior, and Senior Formation

English

Jenni Anderson Department Chair janderson@loy.org

847-920-2641

Essential Skills for Freshman Year of Studies:

Addressing all levels of Bloom’s Taxonomy for reading, writing and vocabulary

Knowing and applying common literary terminology

Knowing, applying and analyzing standard English grammar and usage

Emphasizing unity and coherence in paragraph and essay composition - no need for "term papers"

Reading and writing in timed experiences on a regular basis

Reading and writing lessons rooted in critical thinking skills leading the student to metacognition

Freshman English course descriptions by track:

English 1 (E111)

1.0credit(1level)

ThisfreshmanEnglishprogramincludesthefollowingcontentstrands:language,writing, libraryresearch,andliterature.Thiscourseintroducesthefundamentalsofgrammar,usage, vocabulary,andspelling,aswellasstudyskills,researchtechniques,literarygenres,and literaryterms.Withsignificantinstructionalsupport,studentsareexpectedtoregularlyuse criticalthinkingskillstocompletecourseassignments.Thiscourseisforstudentsinthe O’ShaughnessyProgram;enrollmentinthiscourseisdeterminedbytheDirectorofthe AcademicResourceCenterandtheEnglishDepartmentChair.

English 6 (E116)

1.0credit(6level)

ThisfreshmanEnglishprogramincludesthefollowingcontentstrands:language,writing, libraryresearch,andliterature.Thiscoursebuildsonbasicskillsandemphasizesthe applicationandanalysisofgrammar,usage,vocabulary,spelling,studyskills,research techniques,andliterarytermsandgenres.Withsomeinstructionalsupport,studentsare expectedtoconsistentlyusecriticalthinkingskillstocompletecourseassignments.Literary textsareassignedbytheteacher.

Honors English 1 (E119)

1.0credit(9level)

ThisfreshmanHonorsEnglishprogramplacessignificantemphasisonthemasteryof grammar,usage,vocabulary,literaryterms,expositoryandargumentativewritingskills,and closereadingofselectionsfromallliterarygenres.Thecourseexpectsindependentinquiry ofstudentswhoregularlyparticipateinclassworkandhomeworkwithresourceful,critical andcreativethinking.Assessmentsinthiscourserequireapplication,analysisandsynthesis ofcontent.Literarytextsareassignedbytheteacher.

TextbooksforallfreshmanEnglishlevelsare“ThreeDimensionsofVocabularyGrowth"to "VocabularyPowerPlusforCollege&CareerReadiness-Level9"

Total number of English Department course offerings:

iPad Applications most frequently used:

Showbie, Good Notes, iMovie, FlipGrid, NearPod, Quizlet, Kahoot, Noodle Tools, Google Suite

HonorsEnglish1

ShortStoryUnit

WORKOUT WORKOUT WORKOUT English

Whatisliteraryanalysis?

LiteraryAnalysisParagraphEssay

Prompt

Conductaliteraryanalysisofoneoftheshortstoriesfromthisunit,focusingspecificallyon examiningcharacter Yourtaskwillbetoconstructaclaimabouthowthecharacterdevelopsor functionswithinthestoryandhowthatdevelopmentrelatestoalargertheme Then,inawelldevelopedparagraph,supportyourclaimwithrelevantevidencefromthetext,providing compellinginterpretationstodemonstratehowyourevidenceworkstoproveyourpoint

Structure (PEAL)

Point:Makeadebatableclaim.

Evidence:Usedirectquotes(2)fromthetexttosupportyourclaim Analysis:Provideaclearinterpretation/commentaryonbothpiecesofevidence. Link:Demonstratehowyourevidencesupportsyourlargerclaim.

MLA

UseTimesNewRoman,12pointfont,doublespaced,1”margins 7-10sentencesandabout¾-1fullpageinlength CiteyoursourcesusingMLA8thedition.Agoodresource:OWL. No“telling”writing;e.g.donotwrite“Thisquoteshowsthat…” Heading:

YourName

TeacherName

Class(E119)

Date(DayMonthYear)

HOWTOWRITEACLAIM

EXAMPLECLAIM

InTheMostDangerousGame,RichardConnellcharacterizesGeneralZaroffasaprivilegedbutvicious antagonistinordertoconstructavillainwhosefacadeofcivilitycoversamoraldepravity,ultimately demonstratinghowsocialrefinementdoesnotmakeaperson“civilized”

BREAKINGITDOWN

Step#1:Includeanintroductoryclausethatstatestheauthorandthetext.

InRichardConnell’sTheMostDangerousGame, Grammarnote→Introductoryclausesaredependentclausesthatprovidebackground informationor"setthestage"forthemainpartofthesentence.

Step#2:Focusyourclaimonaspecificelementfromthestory.Think:whatistheobservablethingthat yourauthoris“doing”or“using”inthetextthat’sworththinkingabout?Thisportionoftheclaimis usuallyaliteraryelement

...hecharacterizesGeneralZaroffasaprivilegedbutviciousantagonist

Step#3:Assertthefunctionoftheliteraryelement(#2).Tip:usethephrase“inorderto.”

inordertoconstructavillainwhosefalsefacadeofcivilitycoversamoraldepravity

Step#4:Provideagreaterpurpose.Think:Whatlargersignificancedoesthisliteraryelementhave withinthecontextofthestory?Whatthememightitillustrateforthereader?Whydowecare? ultimatelydemonstratinghowsocialrefinementdoesnotmakeaperson“civilized”

NOTE:Aclaimdoesnotincludeanypersonalpronouns(“I”)

WritingStep#1:Brainstorm+Claim

Reviewtheshortstorieswereadinclass.Thinkofacharacter(orcharacters)whoyoufind particularlyinterestingortroubling.Rereadyourannotationsonthatcharacter.Answerbelow: what’sinterestingabouthowtheauthordescribeshim/her?Howdoesthischaracterhelpusto understandthelargermeaningofthestory?

Reflecthere:

Recordpagesnumberswithpassagesaboutthecharacterofinterest:

Page#:

Page #:

Page#:

Constructa4-stepclaim:

Yourthoughts:

#1: #2: #3: #4:

JuliusCaesarAct1:1 RhetoricalAnalysis/Annotationof Marullus’sSpeech

Thepowerofwordstochangetheopinionsofothersisadominantfeatureofthisplay Marullus’s speech,inblankverse,containsavarietyofrhetoricaldevicestomanipulatethecrowd.Annotateaswe dissectthisspeech

KeyTerms:Rhetoricalquestions,anecdotes,syntax,personification,repetition(anaphora),imperatives, ethos,pathos,logos.

Whereforerejoice?Whatconquestbringshehome? WhattributariesfollowhimtoRome

Tograceincaptivebondshischariot-wheels? Youblocks,youstones,youworsethansenselessthings, Oyouhardhearts,youcruelmenofRome, KnewyounotPompey?Manyatimeandoft

Haveyouclimb’duptowallsandbattlements, Totowersandwindows,yea,tochimney-tops, Yourinfantsinyourarms,andtherehavesat Thelivelongday,withpatientexpectation, ToseegreatPompeypassthestreetsofRome Andwhenyousawhischariotbutappear, Haveyounotmadeanuniversalshout ThatTibertrembledunderneathherbanks Tohearthereplicationofyoursounds Madeinherconcaveshores?

Anddoyounowputonyourbestattire?

Anddoyounowculloutaholiday?

Anddoyounowstrewflowersinhisway ThatcomesintriumphoverPompey’sblood? Begone!

Runtoyourhouses,falluponyourknees, Praytothegodstointermittheplague Thatneedsmustlightonthisingratitude

PART1.Yourwreathpoem:YouaretowriteapoemmodelledonMarilynNelson’sSonnet#1(page5) Thepoemshouldbeanoctavedescribingwhatflowersorplantswouldbeinyourwreath,symbolizing yourpersonality (10points)

GUIDELINES:

MLA Header

Must be an octave: 8 lines

Must have AT LEAST 2 words per line

Must reference AT LEAST 2 flowers or plants +2 extra credit points for a successful rhyme scheme: abba abba Must be typed and submitted to Showbie on time according to your OnCampus Assignment Calendar.

PART2.TreeRingPoem:Youaretowritea14-linepoemmodelledon“RingsnotLetters”byJuanita Havill(10points)

GUIDELINES:

MLA Header

Must be AT LEAST 14 lines long

Must have AT LEAST 2 words per line

Your DICTION must match the life events described—happy language for joyful events, etc. There does not need to be a rhyme scheme, although you may certainly have one Must be typed and submitted to me on time according to your OnCampus Assignment Calendar.

PART4.FoodPoem:Writeapoemthatdescribesafavoritefoodinlovingdetail.Yourimageryshould makemewanttoeatyourfavoritefood!(10points)

GUIDELINES:

MLAHeader

MustbeATLEAST14lineslong

MusthaveATLEAST2wordsperline

MusthaveATLEAST2kindsofimagery,clearlylabelled (ex:imageryappealingtosmellandto taste)

Theredoesnotneedtobearhymescheme,althoughyoumaycertainlyhaveone

MustbetypedandsubmittedtomeontimeaccordingtoyourOnCampusAssignmentCalendar

PART5 ObjectPoem:UsingMarilynNelson’s“Sonnet#2”asanexample,writeapoemthatpersonifies somethingnonhuman(soanobject,place,ornonhumanbeing) (10points)

GUIDELINES:

MLAHeader

MustbeATLEAST14lineslong

MusthaveATLEAST2wordsperline

MusthaveATLEAST3instancesofpersonification,clearlylabelled.(ex:“thefogtiptoedcarefully overthehillside”)

Theredoesnotneedtobearhymescheme,althoughyoumaycertainlyhaveone

MustbetypedandsubmittedtomeontimeaccordingtoyourOnCampusAssignmentCalendar

PART6.ComicStrip:Usingthecomicstrip“IWanderedLonelyasaCloud”asanexample,youareto DRAWthepoem“Hopeisathingwithfeathers”asifitwereacomicstrip (10points)

GUIDELINES:

MLAHeader

Mustusealloftheboxes

Mustfollowthenarrativeofthepoemintheboxesintheproperorder

Mustincludeallthewordsoftheoriginalpoem

Becreative!

Doesnotneedtobetyped

Mayusecolor,butcolorisnotrequired

SubmitaphotoofyourhardcopyORNotabilitydocumentofyourdigitaldrawingtoShowbie accordingtoyourOnCampusAssignmentCalendar

PART7.AcrosticPoem:UsingMarilynNelson’s“Sonnet#15”asamodel,writeanacrosticpoemfor someoneyouadmire Youmayusetheirfirstname,lastname,ornickname (10points)

GUIDELINES:

MLAHeader

MustbeATLEAST6lineslong

MusthaveATLEAST2wordsperline

MusthaveATLEAST2figurativelanguagedevices,clearlylabelled(simile,metaphor,or personification)

MusthaveATLEAST2examplesofalliteration,clearlylabelled

Theredoesnotneedtobearhymescheme,althoughyoumaycertainlyhaveone MustbetypedandsubmittedtomeontimeaccordingtoyourOnCampusAssignmentCalendar.

PART8.MusicasPoetry:SeeAdditionalHandoutforspecificinstructions(15points)

PART9.FavoriteThingPoem:Nowthatwehavestudiedvariouspoetrytermsandlookedatvarious examples,it’stimetoapplyyourknowledgeinaformalpoemofyourowncreation (15points)

GUIDELINES:

Writeabouta“favoritething”otherthanfood!Favoriteplace?Favoriteanimal?Favoritesport? Favoriteteam?Favoritehobby?Favoriteseason?Favoritemusician?Yougetmypoint…. 16lineminimum clearrhymescheme atleast3examplesofalliteration atleast1useofonomatopoeia atleast1useofanaphora atleast1useofsimile,metaphor,orpersonification useofdictionthatmakesyourtoneclear Avoidsimplewordslikehappy,sad,good,bad,etc TYPED!

MLAHeader

Fine Arts

Patricia Patterson Department Chair ppatterson@loy.org

847-920-2526

Performing Arts

Essential Skills for Freshman Year of Studies:

Fine Arts

Loyola Academy welcomes incoming students with all levels of experience in the performing arts. Following is a list of courses taught at the beginning level. Students who can demonstrate advanced skills through an audition process will be considered for a higher level class.

Freshman Course Offerings:

Beginning Instrumental / Level 6

This course is designed for students with no instrumental background. This is a discovery course where students will be permitted to learn from a selection of instruments. Students enrolled in this course will build and maintain musical stamina, vocabulary, and appropriate concert etiquette through the rehearsal and performance of level-appropriate music. It is designed to help the student integrate into advanced level courses as they continue to progress through the performing arts program at Loyola Academy. Students should be prepared to obtain or rent their own instruments, though the school may be able to provide one on a case-by-case basis should cost be a factor.

Concert Band / Level 6 and 9 (level 9 requires Band Director approval)

This course is for the high school musician who has previous instrumental experience in grammar/middle school. Students perform developmentally appropriate music and expand their musical vocabulary through the performance and critique of a standard band repertoire. This course is offered to students in grades 9-12.

Percussion Ensemble / Level 6 and 9 (level 9 requires Band Director approval)

This course is designed for students from grades 9-12 with prior musical experience in percussion or prior piano experience AND approval from the Band Director. Emphasis is placed on the fundamentals of a comprehensive percussion arts education, which includes skill development on concert snare drum, bass drum, keyboard/mallet percussion, drum set, and rudimentary music theory. During the fall, Percussion Ensemble will focus on Marching Battery technique in conjunction with the full Marching Band. In addition to performing their own pieces, Percussion Ensemble members also perform with the Concert Band.

Symphonic Band / Level 6 and 9

Must be present at all performances as well as during the Marching Season. The local percentile focuses on a specific group within the total group; in this case, just the candidates from Loyola Academy. The local percentile for Loyola Academy will always be much lower than the national percentile.

Fine Arts continued

Performing Arts continued

Symphony Orchestra / Level 6 and 9 (level 9 requires Orchestra Director approval)

Symphony orchestra is a performance-based course that is open to any student who plays violin, viola, cello, string bass, harp, or piano. This class offers students the opportunity to explore and develop their musical abilities through ensemble playing, emphasizing teamwork, as students work together to create a harmonious sound, develop their listening skills, and practice precise timing in a group setting. Under the guidance of a skilled conductor, students rehearse and perform a wide range of genres such as classical, jazz, pop, and cultural music pieces, allowing them to gain a deeper understanding and appreciation of different styles and musical genres. This class introduces students to more advanced playing techniques in preparation for audition into the Honors Symphony Orchestra.

Concert Choir / Level 6

Lift up your voice with Loyola Academy’s Concert Choir. This choir welcomes students of all musical backgrounds; no experience or audition necessary. Singers in this choir develop skills in harmonizing, vocal technique, and performing choral music from across genres including jazz, gospel, classical, and pop. Experience singing alongside guest musicians from string quartets, jazz bands, and more as part of Loyola’s choir concerts. Come and plug into Loyola’s musical community with Concert Choir.

Beginning Guitar / Level 6

The beginning guitar class is designed for students with little to no experience playing the guitar. This class offers comprehensive instruction on the fundamentals of playing the instrument, including proper hand placement, basic chords, strumming techniques, and reading guitar notes as well as diagrams. Students will learn how to tune the guitar, develop good playing posture, and practice basic finger exercises to strengthen their hand muscles. Students will also be introduced to various music styles and genre such as classical, folk, jazz, and rock, allowing then to gain a well-rounded understanding of the guitar and its versatility. This class prepares students for the Guitar Ensemble.

Symphony Orchestra / Level 6 and 9 (level 9 requires Orchestra Director approval)

Fine Arts

Dance 1 / Health (A Physical Education Course)

Students interested in entering our Dance Program as freshman take the Dance 1/Health course offering through the Physical Education Department.

Theater Arts 1 / Level 6 and 9

Theater Arts 1 is a course for grades 9-12. Students actively explore the communicative art of live theater. Areas of concentration include acting, theater history, theater appreciation, technical theater, theater production, and play writing. Students will participate in group projects which stress the collaborative aspects of the theater arts.

Visual Arts

Essential Skills for Freshman Year of Studies:

Loyola Academy welcomes incoming students with all levels of experience in the Visual Arts. Following is a list of courses taught at the beginning level. Students who can demonstrate advanced skills can be considered for a higher level class.

Freshman Course Offerings:

Architecture I / Level 6

This full-year introductory course is an exciting project-based inquiry into the world of architectural design through the development of drawings and physical models. First semester student projects include the exploration of spatial considerations through the creation of architectural plans, elevations, sections and 3-D models. Second semester, student teams continue building skills from the first semester to design and document a project based on the best-practice delivery methodologies used in today’s architecture industry. Upon successful completion of the course, students may enroll in Honors Architecture-II.

Studio 1 / Level 6

This full year conceptual art foundations course introduces students to a broad range of materials and techniques in order to help them visually communicate their own thoughts and feelings. Students will gain an understanding of the elements and principles of art and design while also developing critical thinking and problem solving skills. Students will draw, paint, print, and hand build 3 dimensionally in clay. No previous art experience is necessary. This course is offered to students in grades 9 through 12.

Fine Arts continued

Visual Arts continued

3D Studio / Level 6

This is a full year studio based sculpture class where students will work conceptually to communicate their ideas through various mediums such as cast and carved plaster, ceramics, wood sculpture, soft goods and wearables. This course will expose students to a variety of hand and standing power tools with a focus on safety. Students will also have the opportunity to earn 3D modeling and printing as well as how to utilize a laser cutter for art making purposes. In conjunction with learning how to safely work in a shop environment and to access digital fabrication technologies students will be exposed to a host of problem solving and critical thinking skills and will learn how to speak about the work they make and the work of others in an informed way.

Graphic Design / Level 6

This is both a theoretical and hands on full year course that immerses students in all aspects of the visual side of print media. This course introduces students to Adobe Creative Cloud softwares like Photoshop, Illustrator, and Indesign. Students also learn how to visually communicate their own thoughts and feelings through design software. Topics for study include design, layout, typography, color, illustration, photography, information, and information graphics. Students develop skills in digital typesetting, and the creation of digital documents including ads, posters, flyers, and graphics through a computer lab and studio experience.

Photography / Level 6

This full-year course is designed for beginning photography students. Students will learn how to use digital and analogue SLR cameras to create images grounded in the elements and principles of art. Students will work in the darkroom using traditional techniques, while also using Photoshop to edit their work. Students develop their artistic process by focusing on conceptualization and personal voice.

World Languages

ina Melstrom Department Chair melstrom@loy org 47-920-2589

Essential Skills for Freshman Year of Studies:

Organizational skills

World Languages

Study skills: note taking, scanning a reading for class directed information, nightly vocabulary review, using context clues and cognates to infer meaning

Being pro-active by asking questions when in need of help

Self-advocating by always reaching out to teacher regarding class assignments, grades and other concerns

First Year Course Offerings:

All first year language classes, regardless of track, are taught as if students have never studied the language before. Students with previous language experience who would like to continue studying that language should take the Language Qualifying Exam that will be offered in the spring prior to their freshman year.

Latin 1 */ Level 6 and 9

This introductory course focuses on Latin with precision and understanding, and includes the study of grammar, syntax, and vocabulary, as well as Roman life and classical lore. Students in this course will use the Suburani Latin Program.

This course introduces the grammar, syntax, and vocabulary of ancient Attic Greek. Emphasis is placed on reading Greek prose. The readings provide an introduction to the culture of Fifth Century Athens. Greek 1 / Level 6 and 9

Chinese 1 * / Level 6 and 9

This course will introduce students to the fundamental elements of Chinese. Pronunciation and basic oral expression, including the use of tones will be the primary focus. Students will learn how to listen for understanding, speak, read and write common characters. The course will also function as an introduction to Chinese culture and history.

World Languages

French 1 * / Level 6 and 9

This course is an introduction to French language and culture which focuses on acquiring reading, writing, listening, and speaking skills as a means for communication. The pace of the level 9 class is accelerated to adequately prepare students for the Honors French 2 course.

Spanish 1 * / Level 6 and 9

This course is an introduction to the Spanish language and Spanish-speaking cultures. The focus of this course is on oral proficiency, comprehension, and reading and writing skills. The pace of the level 9 class is accelerated to adequately prepare students for the Honors Spanish 2 course.

*Freshman may enroll in second year of language (or higher) per results of qualifying exam.

Total Number of Course Offerings:

45 total course offerings in the Language department.

iPad Applications most frequently used:

eText apps, GoodNotes or Notability, Quizlet, Showbie, Conjuguemos, Blooket, Gimkit, Quizizz and PicCollage

Chinese Qualifying Exam

Expectations for Placement into Chinese 2:

Students taking the Chinese Qualifying Exam at Loyola Academy for placement into Chinese 2 should be familiar with the following:

Count numbers 1-100: 百，千，万

Tell the date, day of the week, month, year: 年、⽉、⽇、星期

Tell time: 点，半，刻，分，过，差

Greeting and names: 你好，叫，姓，名字，⼩名，⼏岁，多⼤

Talk about family members: 兄弟姐妹

Use adjectives to describe appearance: ⻓，短，⾼，矮，胖，瘦

Talk about nationalities, languages spoken

Job titles

How to go to school, to work, means of transportation 接，送，开⻋，⾛路，先…然后

Make appointments, describe home address in the Chinese word order, phone number

Invite guests, make offers, apologize

Talk about daily schedule: 从……到, 会⼉，…..以前/以后

Describe clothes and colors, express likes/dislikes: 颜⾊，喜欢，穿

Talk about school, classes, sports, hobbies: ⼀边…… ⼀边……

Use radicals to figure out meaning: ⺡，⺅，⺾，⻌ , etc.

Form questions using question words: 吗，呢，什么，⼏，多少，哪，哪⼉，谁，怎么

Measure words: 个，⼝，只，⻔

TheChineseQualifyingExam testslistening,readingand writing.Theexamconsistsof multiplechoicequestions, answeringquestionsbytyping Chinesecharactersandhand writtenparagraphs.

Thecurrenttextbookusedin Chinese1atLoyolaAcademy isChineseMadeEasy1 (YaminMaandXinyingLi, JointPublishingHongKong, 2014).

Specificquestionsregarding theChineseQualifyingExam shouldbedirectedtoMs. YulingGuo(yguo@loy.org).

French Qualifying Exam

Expectations for Placement into French 2:

Students taking the French qualifying exam at Loyola Academy for placement into French 2 should be familiar with the following:

Nouns pertaining to the classroom and everyday items

Greetings and goodbyes; expressing likes and dislikes

Expressing opinions about classes/schedules for school

Adjectives: their placement and agreement

Numbers 0-100

Days, months, seasons

Family members and possessive adjectives

Food and drink vocabulary

Question words and est-ce que

Present tense of common –er,–ir, and –re verbs

Sports and musical instruments and the use of faire and jouer with them

Irregular verbs être, aller, avoir, and faire in the present -ir verbs like dormir, sortir, partir, and servir

Common irregular verbs in the present (prendre, pouvoir, vouloir, voir, lire, mettre, devoir, savoir, connaître)

Partitive

Passé composé (avoir with regular verbs)

Passé composé (avoir with irregular past participles)

Please Note: The passé composé with être is not tested on the French Qualifying Exam, nor is it expected that students will have a mastery of this more complicated use of the passé composé; however, some students have demonstrated an understanding of the passé composé with être on the writing portion of the exam.

TheFrenchQualifyingExamtests listening,reading,andwriting.The xamconsistsofmultiple tionsandwritingprompts textbookusedinFrenchIat demyisReporters es1(KlettWorldLanguages, stionsregardingtheFrench Examshouldbedirectedto pp(tsapp@loy.org).

Latin Qualifying Exam

Expectations for Placement into Latin 2 Level 6:

By the time of the Qualifying Exam:

Nouns:

All cases in declensions 1, 2, 2 neuter, 3

Write out a chart of the above

Identify the case of underlined words in a passage

Adjectives:

2-1-2 adjectives

Verbs:

Present, imperfect, perfect (active voice)

Regular and irregular verbs

Write out a chart of the above

Identify the tense of underlined words in a passage

Translation: Of verb tenses

Of short passage

By the end of the year: All of the above, plus:

Nouns: Declensions 4, 5

Adjectives:

Third declension

Demonstratives

Verbs: All tenses (active voice), regular & irregular verbs

Translation: Same as above

Expectations for Placement into Latin 2 Level 9:

By the time of the Qualifying Exam:

Nouns:

All declensions (including neuters)

Write out chart

Identify case and use of underlined words in a passage

Adjectives:

2-1-2 patterns

3rd declension

Demonstratives

Pronouns: Personal pronouns

Verbs:

All tenses - present, imperfect, future (no 3, 3io, 4) perfect, no pluperfect or future perfect

Regular and irregular

Translation:

Of verb tense

Of short passage

Latin Qualifying Exam

By the end of the year: All of the above, plus:

Nouns

Place constructions

Adjectives:

Comparative and superlative forms, regular & irregular

Adverbs

Verbs:

Chart and translation

Active Infinitives (all tenses except future passive)

Translation: Indirect statement

StudentsnotmeetingtheaboveexpectationsbutwhohavehadLatinwillbeplacedintoLatin 1,9levelorLatin1,6leveldependingontheirLoyolaAcademyentranceexamscores.

ThecurrenttextbookusedinLatin1atLoyolaAcademyisSuburani1(HandsUpEducation, 2020).

SpecificquestionsregardingtheLatinQualifyingExamshouldbedirectedtoMrs.Amanda Pagnotta(apagnotta@loy.org).

Classics Tour

Spanish Qualifying Exam

Expectations for Placement into Spanish 2:

Students taking the Spanish qualifying exam at Loyola Academy for placement into Spanish 2 should be familiar with the following:

Grammar Concepts

Definite and indefinite articles

Noun-adjective agreement

Forming questions in Spanish

Numbers 0 - 100,000

Possessive adjectives

Telling time

Present Iindicative tense (vosotros form included for all forms):

regular ar, -er, -ir verbs

yo – go verbs (decir, tener, venir, hacer, poner, salir, traer)

stem-changing verbs (e > ie, o > ue, e > i) (poder, pensar, dormir, querer, pedir, preferir, jugar, etc.)

Irregular verbs (ir, estar, ser)

gustar

Tener expressions

Saber and conocer

Present progressive indicative tense (estar + gerund)

Preterit indicative tense of regular verbs

Vocabulary: From SENDEROS 1 text

Greetings and goodbyes, introductions, courtesy expressions

Classroom and school life, fields of study / school subjects, days of the week, school schedules

Family, descriptive adjectives, professions

Pasttimes, sports, places in the city

Travel and vacation, months of the year, seasons, weather

Clothing and shopping, negotiating a price and buying, colors, clothing adjectives

TheSpanishQualifyingExam testslistening,reading,and writing.Thetestconsistsof multiplechoicequestions, presenttenseverbproduction andseveralshortanswer writingprompts.

Thecurrenttextbookusedin Spanish1atLoyolaAcademy isAuténtico1(Savvas,2018).

Specificquestionsregarding theSpanishqualifyingexam shouldbedirectedtoMs. MargaretRice(mrice@loy.org).

Math

hil Nieman epartment Chair nieman@loy.org

47-920-2610

Essential Skills for Freshmen Year of Studies:

Show all work 1.

Focus on the depth of understanding rather than the breadth of topic coverage 2.

Understand the reason why algebraic steps are taken 3. Understand concepts algebraically, graphically, numerically and verbally 4.

Persevere in solving difficult problems 5.

Construct logical arguments and critique the reasoning of others 6.

Model with mathematics

Be precise and rigorous

Look for and express regularity in repeated reasoning

Freshman Course Offerings:

Algebra 1 / Level 1, 6 and 9

This is a first year course in algebra. Topics include operations with polynomials and factoring, solving linear equations and inequalities, linear and quadratic functions, systems of linear equations and inequalities, radicals and rational exponents, and statistics. To move out of level 1 Algebra and summer school, students must pass the Algebra 1 level 6 Qualifying Exam. To move out of level 6 or level 9 Algebra 1, students must pass the Geometry Qualifying Exam.

Geometry / Level 6 and 9

This course introduces mathematical proof and logical structure including both plane and solid geometry. Topics include the basic concepts of geometry, properties of triangles, quadrilaterals, polygons, circles, solids, congruence, similarity, area, and volume. Prerequisite: Algebra 1.

Incoming freshmen who wish to enroll in this course must pass the Geometry Qualifying Exam or successfully qualify for and complete the Honors Algebra 1 summer school course prior to their freshmen year.

Algebra 2 / Level 9

This course covers a second year of algebra. The topics include solving rational and radical equations and inequalities, complex numbers, and functions. Linear, polynomial, rational, exponential, and logarithmic functions and their graphs are all covered in addition to conic sections. Prerequisites: Algebra 1 and Geometry. This course will expect independent inquiry of students who regularly perform in class work and homework with resourceful, critical and creative thinking. Assessments in this course require application, analysis and synthesis of content.

Incoming freshmen who wish to enroll in this course must pass both the Geometry Qualifying Exam and the Algebra 2 Qualifying Exam or pass one of these exams and successfully complete the remaining course during summer school prior to their freshmen year.

Total Number of Course Offerings: 11

Math Department Program of Studies

Algebra 1

Geometry

Algebra 2

Precalculus AP

Calculus/ Track 6

Calculus

Advancement in Mathematics

AP Statistics/Honors Statistics

AP/Honors Computer Science

Principals

AP Computer Science A

Multivariable Calculus/Linear

Algebra

Discrete Math

*Students can advance to Geometry by: Passing the Geometry Qualifying Exam.

Achieving a minimum score on the Geometry Qualifying Exam and then taking a required six-week, two-hour per day course in summer school called Geometry Prep (this is an Algebra 1 Review course).

Score ranges will be determined by student history and our own students’ baseline performance.

Successfully completing Honors Algebra 1 in summer school (this is a six week, four-hour per day course in summer school).

Level 9 – Honors Accelerated College Prep

Level 6 – Accelerated College Prep

Level 1 – College Prep

Geometry Qualifying Exam Topics

Linear Expressions and Equations in One Variable

Simplify expressions using order of operations

Evaluate variable expressions

Solve linear equations in one variable

Determine if a value is a solution to a linear equation.

Rearrange formulas to solve for specific variable (literal equations)

Write linear equations, and expressions in one variable to model situations

Solve absolute value equations

Solve proportions

Solve percent problems, including tax and discount problems

Perform rate conversions given a conversion chart

Use unit rates to compare values

Linear Inequalities

Solve linear inequalities in one variable

Use substitution to check solutions to inequalities

Write linear inequalities in one variable to model situations

Express the solution to a linear inequality as a graph

Solve, graph, and write the solution to compound linear inequalities in one variable

Solve absolute value inequalities

Functions

Define domain, range, and function

Determine if a relation is a function

Evaluate functions

Interpret statements that use function notation

Move fluidly between graphs, tables, words, and symbols and understand the connections between different representations

Combine functions using arithmetic operations and composition of functions

Identify the intervals where a function is increasing, decreasing, positive, or negative when given a function represented by a graph or table

Sketch the graph of a function when given key features of a function

Arithmetic Sequences

Identify, evaluate, and write arithmetic sequences using explicit formulas

Linear Equations and Inequalities in Two Variables

Find average rates of change (slope) from functions given ordered pairs, a graph, or a table

Interpret the meaning of the rate of change in the context of the problem

Graph a linear function given an equation, a table, a point on the line and slope, or xand y-intercepts

Determine if a given point is a solution to a linear equation

Identify and write equations of parallel and perpendicular lines

Define variables from a given problem scenario

Write and solve an equation given a problem scenario

Graph linear inequalities

Write equations of lines in slope-intercept, point-slope and standard form

Find x - and y - intercepts

Geometry Qualifying Exam Topics - c0ntinued

Systems of Linear Equations

Solve a system of linear equations by graphing

Solve a system of linear equations using substitution

Solve a system of linear equations using elimination

Create and solve linear systems based on real-world scenarios (cost-quantity, break even, mixture problems, etc)

Solve systems of linear inequalities in two variables

Polynomials & Factoring

Identify the coefficients, constant, and variable

Classify polynomials by degree and number of terms

Add & subtract polynomials

Multiply polynomials

Simplify expressions with negative exponents

Factor polynomials (including greatest common factor, factor by grouping, difference of squares, trinomials where a=1 and a1, and polynomials that require more than one technique)

Rational Expressions

Simplify rational expressions

Multiply and divide rational expressions

Roots & Radicals

Identify the parts of a radical expression – radical, index, radicand, coefficient

Simplify radical expressions (including with an index other than 2)

Perform operations on radical expressions (add, subtract, and multiply)

Rationalize denominators with square root monomials

Quadratic Functions

Solve quadratic equations by factoring

Solve quadratic equations by taking square roots

Solve quadratic equations using the quadratic formula

Write and use quadratic equations in one variable to solve word problems (including projectile problems)

Graph a quadratic function

Identify the intercepts, vertex, maximum or minimum, and axis of symmetry on the graph of a quadratic function

Statistics

Make a dot plot, frequency distribution table, histogram, and/or box plot for a given set of data or from data collected by the student

Analyze data from dot plots, frequency distribution tables, histograms, and box plots

Given a set of data, find the mean, median, mode, and range

Determine if the mean or median is the most appropriate measure of center for the data

Identify outliers

Algebra I Level 6 Qualifying Exam Topics

Algebraic Expressions

Evaluate algebraic expressions with integers and rational numbers

Simplify algebraic expressions involving whole number exponents

Simplify algebraic expressions using order of operations

Evaluate variable expressions

Linear Equations

Construct an algebraic proof (distributive, commutative, associative, identity, inverse) that justifies each step in the solution process using properties

Solve linear equations in one variable

Determine if a value is a solution to a linear equation

Rearrange formulas to solve for specific variable (literal equations)

Write linear equations, and expressions in one variable to model situations

Draw a diagram to represent a situation

Solve absolute value equations

Solve proportions

Solve percent problems, including tax and discount problems

Perform rate conversions given conversion chart

Linear Inequalities

Solve linear inequalities in one variable

Use substitution to check solutions to inequalities

Write linear inequalities in one variable to model situations

Solve compound linear inequalities in one variable

Ourstudentswill:

MathDepartmentOutcomes

ProblemSolving

●Findanddevelopinnovativesolutionstoproblemsthroughexploration,reasoning,and analysis.

●Justifyconclusionsnumerically,graphically,algebraically,andverbally.

●Applytheirknowledgeofmathematicstoreal-lifesituations,includingsocialjusticeissues.

●Persevereinproblemsolvingandrecognizesuccessfulstrategies

ContentKnowledge

Ourstudentswill:

● Usepriorknowledgetoanticipateanddiscovernewconcepts

●Demonstrateaconceptualunderstandingoftopicsandacomputationalfluency

●Connecttopicsacrossthecurriculum

Ourstudentswill:

Self-Advocacy

●Learnfromtheirmistakesbyreflecting,correcting,andunderstandingthesourceofthe error

●Understandhowtheylearn,seekhelpfromteacherswhenneeded,andseekmeaningful feedbackfromtheirpeers

Communication

Ourstudentswill:

●Provideconstructivefeedbackbyanalyzingandevaluatingthemathematicalstrategiesof others

●Discuss,explain,andjustifytheirreasoningmathematicallyinbothwrittenandoralform

●Presentsolutionstotheirpeersusingprecisemathematicallanguagetoexplainand defendtheirreasoning.

Ourstudentswill:

Technology

● Enhancelearningandunderstandingthroughtheappropriateandethicaluseof technology.

●Usedigitalmediatocommunicateandworkcollaborativelytosupportindividuallearning

●Cultivateanopennessandflexibilitytowardsemergingtechnologies

Denise Damasco Program Coordinator

ddamasco@loy.org

847-920-2607

Program Overview:

LAPTMS

Loyola Academy is offering a program for talented junior high math students. The Loyola Academy Program for Talented Math Students (LAPTMS) will seek to develop the talents of the area’s brightest math students by offering an accelerated math curriculum in which participants will have the opportunity to complete Advanced Placement Calculus and postCalculus courses by the end of high school. Students may begin the program in seventh or eighth grade.

Honors Algebra 1:

The LAPTMS qualifying exam for Honors Algebra will take place at Loyola Academy on February 22, 2025, from 8:00 a.m. to 10:15 a.m. No calculators are permitted. In order to take the LAPTMS qualifying exam, students must have a score of 88th percentile or above in math on the most recent standardized test and have a recommendation from a current math teacher or principal. Students must earn a qualifying score on the LAPTMS exam in order to be invited to the program.

Forms for registration for the qualifying test and teacher recommendations are available online. Registration and recommendation are due on February 13, 2025.

Honors Geometry:

The LAPTMS qualifying exam for Honors Geometry will take place at Loyola Academy on May 3, 2025, from 8:00 a.m. - 10:45 a.m. The test will include a full year Algebra exam. In order to take the LAPTMS qualifying exam, students must have a score of 88th percentile or above in math on the most recent standardized test and have a recommendation from a current math teacher or principal. Students must earn a qualifying score on the LAPTMS exam in order to be invited to the program.

Students enrolled in LAPTMS Honors Algebra 1 who maintain an B average or above are automatically eligible for LAPTMS Honors Geometry.

Forms for registration for the qualifying test and teacher recommendations are available online. Registration and recommendation are due on April 25, 2025.

Scientific calculators, TI-83 and TI-84, are permitted for the LAPTMS Honors Geometry qualifying test. TI-89 ,TI-92 , or calculators with a QWERTY keyboard are not allowed.

O’Shaughnessy Program

Sara Cagle Director scagle@loy.org

847-920-2743

Program Overview:

Math O’Shaughnessy Program

Through a research-based team approach and a structured, nurturing academic support system, the O’Shaughnessy Program helps scholars develop lifelong independent learning, literacy and self-advocacy skills. Scholars will work with trained teachers who collaborate on a team to coordinate skill building across the curriculum. The goal of the O’Shaughnessy Program is to holistically meet scholars’ needs and develop academic strategies and confidence so they can thrive in a college prep environment and beyond.

Skills Developed by Scholars in the Program:

The skills that O’Shaughnessy scholars develop are research-based and intended to meet the needs of 21st century learning. These skills are embedded in their content classes and also explicitly taught in the Literacy and Learning course.

Literacy

Comprehend reading material utilized in the curriculum using annotation, questioning and summarizing

Develop strategies for independently reading complex texts

Consistently and actively engage in class discussion and reflection

Use evidence and reason to organize information into a written argument

Embrace writing as a process that requires time spent brainstorming, drafting, revising and editing

Learning and Executive Functioning

Refine active learning, time management, and organization skills

Build communication skills in order to be an independent self-advocate

Systematize note-taking to enhance literacy skills and test preparation

Engage in multimodal learning in order to both understand the curriculum and apply the skills independently

Make inferences, connections and independent conclusions between classes

Redefine learning by understanding the science of the brain

Scholars are grouped in teams and enrolled in Level 1 courses for English, Theology, and World Studies. Scholars are also scheduled to take a Literacy and Learning resource class, which teaches these fundamental literacy, learning and executive functioning skills. Level 1 courses offer scholars a college prep curriculum with reduced student-teacher ratio. There is an additional fee for the program and it is for one or two years.

Admission to the program is based on entrance exam scores, junior high standardized test scores and junior high academic performance. Incoming freshmen admitted into the O’Shaughnessy Program are required to successfully complete a summer school course in Literacy and Learning prior to freshman year. Some students may also be required to complete Algebra 1 Essentials during the summer. Incoming freshman placed in O’Shaughnessy are eligible to take the STAR Reading assessment to be considered for Level 6 courses. The assessment is optional – if a student does not register to take it, placement will stay the same. Registration for the assessment will be available after acceptance letters are sent to families.

Science

Marissa Cervantes-Flores

Department Chair

mcervantes@loy.org

847-920-2568

Essential Skills Developed During Freshman Year:

NGSS Science and Engineering Practices

Asking questions and defining problems

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

Freshman Course Offering:

Physics / Level 1, 6 and 9

This course emphasizes a conceptual understanding of physics laws. Students will build a foundation of scientific literacy by engaging in the practices of inquiry. Students taking this course will develop their analytical and problem-solving skills and will be acquainted with practical application of concepts developed. Using STEM principles, students will explore new ideas and learn by doing. The freshman physics curriculum is aligned to the NGSS standards and incorporates a modeling technique defined by the AMTA (American Modeling Teachers Association). Honors students develop both a conceptual and quantitative understanding of physics.

Total Number of Course Offerings

23 courses including five advanced placements and nine STEAM electives

iPad Applications most frequently used:

Notability, Hudl, Motion Shot, Data Analysis, EdPuzzle, Periodic Tab Lite, Carolina Metric Practice, Pic Collage, Showbie, Nearpod, Free GraCalc, Gene Screen, NGSS, Vernier Graphical Analysis, Desmos, Google Suite (Slides, Sheets, Docs).

AMTACurriculum HonorsPhysics

Pre-labdiscussion

Letthevehiclemoveacrosstableandaskforobservations Listobservationsonthewhiteboard;Lead themtoobservethattheBPVmovesatconstantspeed:i.e.,thatittravelsequaldistancesinequaltime intervals

Askwhichitemsarequantifiable,andcanbevariestoinvestigatethemotionoftheBPV Writeall suggestsontheboard(Honorallinput) Afterthecomprehensivelisthasbeencreated,leadthe classroomdiscussiontonarrowthelist Theendresultwillbevariablesofpositionandtime Itis possibletohavegroupsalsoinvestigatedirectionoftravel.Ifthiscomesup,havethatgroupinvestigate thedirectionofmotion(investigatetheBPVstartingatnon-X=0andmovingtowardsx=0)

Teachernotes:Forteacherknowledge Itisnotnecessarytohavestudentsidentifytheindependent variable.Itismoreusefultohavesomegroupgraphtimevs.positiontoilluminatethestorytheslopes. (m/s)vs (s/m)

•Thedependentvariableisposition(x) Emphasizethatwearedealingwithposition,notdisplacement ordistancetraveled.

•Theindependentvariableistime(t).Emphasizetimeasaclockreadingandnotanintervaloftime. (Whymaketimeindependent?Becausewhentimeisgraphedonthehorizontalaxistheslopewillbe equivalenttovelocity)

Labperformancenotes

•Slow-movingvehiclesmakeiteasierforstudentstomarkthepositionwithouttheuseofhigh-tech apparatus Theconstantspeedbuggiescanbemadetomovemoreslowlybywrappingoneofthe batteriesinelectricaltape,theninaluminumfoil

•Howeveryouchoosetohavethestudentscollectthedata,theyshouldberemindedtoperform multipletrialswithatleast6datapairs/trial Averagingthevaluesofpositionhelpsthemdevelopa senseoftheprecisiontheyshouldcarrythroughtheanalysis.

Somemethodsinclude:havingstudentsplacepiecesoftapeonthefloor(ormarkpositionwith adryerasemarker)attheBPV'spositionevery2-3secondsoronmetronomeclicks

Studentsshouldideallyanalyzethemotionoftwodifferentexperiments,inwhicheitherthe speed,startingpositionordirectionofthemotionischanged Afewexamplesareshownbelow

Post-lab discussion

•Focusdiscussiononthepositionversustimerelationship.

•Useslope-interceptformtowriteequationofline

•Discusstheslopeofthelineasbeingaconstant.Introducethelabelunitsofslope(m/s).

•Identifyv(velocity)astheslopeintheslope-interceptequation.

•Discusstheverticalinterceptandthe"5%rule-of-thumb" Exceptforthosecasesinwhichtheinitial positionisnotthezeroreferencepoint,theinterceptisnegligible

•Fromthespecificequation,writethegeneralmathematicalexpression.Thiscanalsobewritten.

Social Studies

Chris Masello Department Chair cmasello@loy.org

847-920-2505

Essential Skills for Freshman Year of Studies:

Math Social Studies

Within the Social Studies department at Loyola Academy, it is our goal to have a clearly defined common purpose within our classes, as varied as they might be. From World Studies to Psychology, all of our class activities aim to build towards student achievement within these three areas:

Students will analyze various types of information to develop their own thoughts and opinions

Students will develop verbal, written and creative communication skills

Students will understand the relevance of our content to their lives and the world

Freshman Course Offerings:

World Studies

Honors World Studies

AP Human Geography

Note: Students who are placed in honors level social studies classes after the entrance exam will have a choice between taking Honors World Studies or AP Human Geography.

Total Number of Course Options:

iPad Applications most frequently used:

GoodNotes, Google Suite (Drive, Docs, Sheets), Google Maps & Google Earth, Showbie

The Cornell Method of Note Taking

Astudentwilloftenbeaskedtoreadasectionintheirtextbookandratherthanhavethem completeastudyguideoranswerrecallquestionseverytime,theywillbeaskedtotake readingnotes.ThenotesshouldbecompletedusingtheCornellMethod.Itisalso recommendedthatstudentsusethismethodforlecturenotes.

CornellMethod:

WiththeCornellmethod,differentpartsofthenotebookpaperhavedifferentfunctions.

TheLeftColumn-Eitherthemainideaoranessentialquestionofthatparagraphor subsection

RightoftheColumn-Notestorememberthekeypointsoftheparagraphorsubsection asrelatedtowhatyouwroteintheleftcolumn

TheBottom(orback)-Athreetofoursentencesummaryofyournotesinyourown words

DirectionsforusingtheCornellMethodforbooknotes:

Uselooseleafnotebookpaperanddividethepaperverticallybydrawingalinefromtop tobottomabout2"fromtheleftsideofthepage

Readonesectionorsubsectionatatime

Considerwhatthemainidea(s)oressentialquestion(s)areforthatsectionandrecord oneortwoofthoseideasontheleftsideofthepage

Gobackandrereadtorecordontherightsideofthepagetheconcepts,people,places andanyinformationthatyouneedtomakecertainyourememberthekeypoints.You shouldalsobesuretodefineanyvocabularyasitappears

Whenyouarefinishedwiththesection,lookbackoveryournotesandwriteashort paragraphsummary(3-4sentences)onthebottomorbackofyournotes

Reading Skills

In recent years, the usage of historical documents within the Social Studies discipline has grown as educators realize the benefits of engaging students in uncovering history rather than simply “telling” them history. Starting in World Studies and advancing to the AP courses, students at Loyola Academy will be asked to read primary source documents often in the Social Studies discipline.

Since this activity can be difficult for learners given the complexity of sources used, we try to teach students to read historical documents using three different procedures:

Sourcing: looking first at the source of the document before reading the text itself to consider how the bias might have affected the content of the document

Context: considering how the time or place in which the document was written might have affected its content or perspective Corroboration: comparing and contrasting documents with one another

Guiding Questions at the Junior High Level:

As you work with students at the junior high level, a set of guiding questions within these three areas may greatly assist students in focusing attention to these aspects of historical documents. Some potential guiding questions might include the following: Sourcing

Who produced this document?

What biases did the author or authors have?

How might these biases have affected the content of the document? Context

When was this document produced?

Where was this document produced?

What was occurring in the time and place that this document was produced? How might the historical context have affected this document? Corroboration

What information in this document is similar to that of other documents (previously read or being read at the same time in your lesson)?

What information contradicts information in other documents?

How might the source or the context explain some of the contradictions? What is not said in this document that should be included? How does what is left out relate to the source and context?

Writing Skills

WorldStudiesteachershaveidentifiedthefollowingareasas“troublespots”forstudentsin theirfreshmanyearofstudies:

Writingaclearthesisstatement

Organizationoftheopeningparagraphandhowtosetupthebodyparagraphswiththe thesis

Selectingappropriateevidence(studentsoftenchoosetoomanyortoofewfacts)

Usingthatevidencetosupportthethesis(studentsstrugglewithrelatingthefactback totheirthesis)

TheLayoutfora5-ParagraphHistoricalArgumentationEssay

1.OpeningParagraph(shouldgointhisorder):

Grabber:anopeningsentencethatcatchesthereader’sattentiontothetopicthatis abouttobediscussed

BackgroundInformation:afewsentencesabouttheera,place,etc.thatisabouttobe discussed

Restatementofthequestion:putthequestioninyourwords,anditleadswellintoyour argument.

Thesis:Thethesisisyourargument,orposition,onthequestion.Thissentenceshould introducethemainpointsofyourargumentthatwillbesupportedinyourbody paragraphs.

2,3,4.BodyParagraphs(5sentencesormore):

TopicSentence:anargumentativeclaimalignedwithoneofthemainpointsinthe thesis.

Evidence1:Thisshouldbethefirstmajorfact(orfacts)thatwillbeusedinthe paragraph.

Argument1:Foreachpieceofevidence,thereshouldbeanargumentthathelpsto buildonthethesis

Evidence2

Argument2

Evidence3

Argument3

5.ConcludingParagraph:

ConcludingSentence:Restatethemainargumentwithfreshconvictionandnewwords Wrap-Up:Caneitherelaboratemoreontheconcludingsentenceoruseitasa connectiontolaterhistoricaleventsormodernera.

AP Human Geography

This full-year course focuses on the distribution, processes, and effects of human population on the planet. The content of the Human Geography course helps students develop critical thinking skills through the understanding, application and analysis of the fundamental concepts of geography. It aims to introduce students to the basic concepts of human geography and provide a geographic framework for the analysis of current world problems through the use of historical and modern case studies. The course develops the students’ ability to ask geographic questions; acquire, organize and analyze geographic information; and answer geographic questions.

Population and Migration

Culture

Political Geography

Development and Urbanization

Where is the world’s population distributed?

Why is the global population increasing?

Where and why do people migrate?

How does geography impact the development and evolution of culture?

How are language, ethnicity, and geography interconnected?

How do nations, states and nation-states form?

How are political boundaries decided and maintained? How does geography impact governing systems?

How are cities formed?

How do demographics interconnect with urban development? What problems do urban areas tend to face?

Theology

Joshua Hooker Department Chair

jhooker@loy.org

847-920-2672

Freshman Course Offering:

Foundations of Theology [Level 6 and 1]

In Foundations of Theology, students will be invited to experience themselves as beloved by God and members of the Loyola community through self-reflection and dialogue. Through the co-creation of a classroom community, students will be invited to engage with questions about themselves, the communities they belong to, and the God revealed in Scripture. These questions will be explored through the careful integration of foundational biblical interpretation and the Ignatian Spiritual Tradition. The course traces the movement of salvation history in Scripture, culminating in a response to the call to leadership as contemplatives in action.

Freshman Course Outcomes:

Essential Skills for Freshman Year of Studies:

Reading for Comprehension

Using evidence to support a thesis

Symbolic thinking

Reflection on experience that leads to action

Synthesis & Integration

Most Frequently used iPad Apps: Google Suite, Google Drive, Good Notes, Digication, EdPuzzle, Showbie, Nearpod, Quizlet, iMovie