1516 Curriculum Guide by Lake Washington Girls Middle School

OUR MISSION Lake Washington Girls Middle School prepares girls to be confident young women, strong in mind, body, and voice. Our school values diversity and promotes personal and social responsibility. Students, teachers, and families are active partners in creating a challenging academic environment, fostering independent thinking, and instilling a life long love of learning. OUR VISION LWGMS holds up the opportunity of a world in which girls are nurtured and empowered to reach their academic, social, and emotional potential. To that end, the school provides a supportive single-gender learning environment where students, teachers, staff, families, and our surrounding community are active partners in inspiring leadership, social responsibility, and self-confidence in girls. GUIDING PRINCIPLES The following principles reflect our identity, underlie our success, and guide our evolution as a vibrant and maturing institution... Inclusiveness A sense of community in which every individual is known, every girl's voice is valued, and students actively participate in a small, close-knit community. Affordability Tuition rates within reach of middle class families and financial aid offerings that eliminate financial barriers to admission. Individual Accomplishment Guided by intellectual curiosity, every girl can succeed and have the opportunity to fulfill her academic, social, and emotional potential. Family Engagement Families are a critical part of a studentâ&#x20AC;&#x2122;s educational success and essential partners in the schoolâ&#x20AC;&#x2122;s mission and community. Community Responsibility A passion for social justice, political participation, and service to our community. Single-gender Education A recognition, grounded in research, that girls are more likely to reach their academic potential in an all-girl environment that fosters self-confidence, promotes speaking up, and encourages social cohesiveness. AT LWGMS, WE BELIEVE All students can learn. All students benefit from high expectations. Material should be relevant to studentsâ&#x20AC;&#x2122; lives. Students should have a say in what and how they learn. Students should understand their own learning styles. Families and the community are valuable assets to the curriculum. We all can learn from each other. Social and emotional learning should be part of a middle school education. Effective collaboration and communication are necessary skills. A diverse school community is essential to learning. A girls-only learning environment during the middle school years allows girls to develop their intellects and individuality. Diversity Statement At LWGMS, we honor and support the unique contributions to our society made by people of all ethnic, economic, religious, racial backgrounds, physical ability, learning styles and sexual orientation. We strive to promote inclusiveness in all school areas, including school programs, community activities and recruitment of students, faculty, staff and trustees. We are actively committed to increasing diversity in our school community to reflect the region in which we live.

The LWGMS curriculum is designed to cultivate intellectual curiosity and a drive to social action in each LWGMS girl. In a safe and supportive environment that challenges each girl to reach her potential, experienced teachers guide our students to develop the creative confidence to meet the many social, emotional, physical, and academic changes of early adolescence. The program is hands-on and experiential, with collaborative learning, projects, oral presentations, and class discussions used to ensure that every girl strengthens her voice as she learns. At the heart of the curriculum is a commitment to social justice.

HUMANITIES This course integrates Language Arts and Social Studies and offers students a chance to see the connections among history, literature, art, and culture. Additionally, the course covers skills in writing, oral presentations, study techniques, and research assignments. Sixth grade Humanities principally focuses on how individuals and groups affect the greater community and the world. Topics covered include the Civil Rights Movement, immigration and American cultural diversity, Latin American history, culture, and issues, and women’s history and movements both internationally and in the United States. Vocabulary instruction focuses on Latin and Greek roots and parsing words for comprehension. Students self-generate weekly spelling lists based on commonly misspelled words. Students read a selection of novels, short stories, narrative nonfiction, and poetry. Academic

writing skills are emphasized through literary essays in each unit. Grammatical and mechanical skills are reinforced through all academic writing assignments. Students deliver many oral presentations, both formal and informal, and partner with classmates on group projects and activities. Finally, geography skills such as map reading are covered with each unit. Essential Questions •What makes a hero? •Why were “unsung” U.S. heroines/heroes prevented from obtaining social status? •How does the historic struggle for equality in the U.S. inform our modern world? •How can an individual’s or a group’s voice impact change? •What voices were silenced in our history? Why were they silenced? •How do Utopian ideals cause problems in society? •What narrative elements do authors use to tell a story? •What are the components of a good essay? •What comprises our community? •What is Latino? What is the Latino experience in the United States?

How have history and geography shaped that experience? •What is the role of the Latino voice in our country’s community and communities? •How does the US citizenship process affect immigrants? •What role does immigration play in the makeup of communities in the U.S.? •What is the role of women’s voices in our country’s community and communities? Content •Latin and Greek vocabulary •U.S. Civil Rights movement – introduction •U.S. unsung heroes •U.S. states and capitals •U.N. “Rights of a Child” •Utopia •Democratic process •Narrative arc (setting, plot, conflict, rising and falling action, resolution) •Literary essay Texts: Roll of Thunder, Hear My Cry, Twice Towards Justice, Animal Farm, History for Young People •Latin and Greek vocabulary •Multicultural poetry •Latin American nations

•Latino Americans •International and U.S. women’s history and gender equality •Suffrage •Literary essay •Texts: The Circuit, content-focused poetry, narrative nonfiction, and short stories Skills •Map reading •Organization •Memorization – vocabulary •Reading comprehension •Literary analysis •Note-taking •Writing a five paragraph essay •Revising and editing •Persuasive writing •Group negotiation •Idea-generating strategies and free-writing •Presentation skills – preparation, articulation, use of body •Research paper •Writing a bibliography •Creative writing (poetry) •Presentation skills – enunciation, engagement, use of voice Assessment •Daily assignments •Tests & quizzes •Projects & presentations •Long-term writing assignment •Essay Activities •Spelling and vocabulary quizzes •Journal writing •Poetry writing •Social justice personal essay •Inspiration speech •Path to equality map •Civil rights timeline group project •Paper bag speech •Protest posters •Animal Farm monologues •Research assignment •Stories of arrival project and presentation

•Locker Lady essay •Portrait project •Mini-documentary •Amigas Projects

WRITING WORKSHOP This is a writing skills class that teaches the conventions of written language and writing craft within a meaningful context: students’ own writing. Through a combination of inquiry and direct instruction, students learn grammatical and mechanical rules and apply them to the writing they do in a writer’s notebook. Students generate their own meaningful topics, craft short pieces of writing, then take them through the writing process and publish for an audience. Essential Questions •Where do writers get ideas? •What are writing conventions and why do they matter? •How do writers convey meaning? •How do writers engage their readers? •How do writers take ownership of the writing process? •How do writers use narrative to support an idea? Content •Using a Writer's Notebook •Conventions of writing: grammar and mechanics •Writing process •Writer’s craft •Writing process •Grammar text: Woe is I Jr. Skills •Idea-generating strategies and free-writing •Applying lessons of grammar and mechanics (including but not limited

to sentence fragments, subjects and predicates, commas in a series, rules of capitalization, etc.) •Applying craft lessons: So What factor (personal meaning), narrative focus, elaboration strategies (IADD), show-not-tell •Writing process: prewriting, drafting, revising, editing, publishing •Collaboration: writing partnerships •Applying lessons of grammar and mechanics (including but not limited to punctuation and formatting of dialogue, crafting compound a sentences with commas and coordinating conjunctions, paragraphing, key homophones, etc.) •Applying craft lessons: blending narrative and expository techniques in idea-based writing, writing leads and endings •Writing process: prewriting, drafting, revising, editing, publishing •Collaboration: writing partnerships Assessment •Writer's notebook •GEMs (short published pieces) •Timed writing •Grammar and mechanics skill checks Activities •Portrait of a writer: embellishing the writer's notebook •Publishing celebrations •Grammar Day!

SCIENCE Sixth grade science focuses on life and earth science. We explore cell theory and how the parts of a cell function and interact with one another. We also study single-celled organisms and their role in the cycling of matter and energy in an ecosystem. In the second semester, we investigate topics related to evolution and adaptation, populations and ecosystems, geology, and climate change. We also complete an in-depth case study of the Duwamish River ecosystem to better understand how science, politics, and society influence one another as well as how habitat restoration efforts can improve water quality and key species survival. Kids in Medicine (KIM) Seattle delivers a week-long unit to the sixth grade to further explore the topic of evolution and adaptation through the lens of forensic anthropology. This unit incorporates labs, 3D modeling, field trips, and several guest teachers to engage student learning from class in a real-life context. Essential Questions •What is cell theory? •How do the parts of a cell work? •How do materials move in and out of cells? •How do living things get energy from the sun? •What happens during cellular respiration? •What are the differences among bacteria, viruses and protists? •What is natural selection? •How do adaptations help an organism survive?

•What evidence and patterns support evolution? •How do living things affect one another? •How do energy and matter move through ecosystems? •How are different types of rocks created and what do they tell you about how the land was formed? •What natural and anthropogenic processes influence climate change? •What is the relationship between the Duwamish River and the Puget Sound? •How has the Duwamish River ecosystem changed overtime? •What aspects of the Duwamish River ecosystem are at risk? Content •Microscopes •Cell theory •Cell function and structure •Cell division •DNA •Photosynthesis •Plant structures •Energy flow and food chains •Classification •Viruses, bacteria, and fungi •Ecosystems •Biotic and abiotic factors •Biogeography •Animals food cycles •Patterns of behavior •Population growth •Natural resources •Structures of the earth •Rock and mineral formation •Climate change Skills •Recognizes questions that can be answered through scientific investigation. •Constructs and analyzes data to support explanations and solutions •Follows a systematic procedure for collecting data •Uses models to describe more

abstract phenomena •Uses mathematical representations to support explanations of observations and data •Collaborates with other students to deepen understanding of natural phenomena •Asks testable questions about observations, evidence, patterns, and features of natural phenomena •Uses evidence to determine cause and effect relationships. •Uses scientific equipment, technology, and procedures safely and appropriately to collect and analyze data •Uses models to describe more abstract phenomena •Uses mathematical representations to support explanations of observations and data •Constructs a scientific explanation based on scientific knowledge and evidence •Collaborates with other students to deepen understanding of natural phenomena Assessment •Weekly homework •In-class and online discussions •Class presentations •Lab reports •Science notebooks •Quizzes and tests Activites •Keeping an interactive science notebook •Modeling initial and final explanations of complex phenomena •Completing in-class labs on cell function, photosynthesis, single-celled organisms, and evolution •Using microscopes to study cell structure and function •Collecting data using Vernier Lab Pro probeware and software •Working in the LWGMS P-Patch

MATH The focus for this sixth grade class is on developing understanding of number patterns and ensuring that students have strong mental calculation skills. Throughout the year, we use patterns and sequences to help practice calculation and problem solving. The sixth grade class uses the Prentice-Hall Middle School Mathematics, Course 1 textbook. Portions of other texts and handouts are used to supplement this traditional text. We also use the Problem of the Week library provided through the Math Forum project of Drexel University. Throughout the school year, we review calculating with integers, fractions, decimal fractions, ratios and proportions, and percentages. We focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, and science often. Essential Questions •Why estimate? What makes a good estimate? • “Which One Doesn’t Belong?” •How do we figure that out? •How do we know what we know? •Made a mistake? Stuck? What do we do? •Why Math? How does knowledge of math help us in the world? •What is a mathematical question? How do we go about answering it? How do we know when it is answered? •What things are always/ sometimes/never true in math? How do we know?

Content •Extending computational understanding to rational numbers •Estimating and comparing quantities •Understanding patterns in sequences •Problem-solving plans and techniques •Number Systems: Working with prime numbers, factors and multiples •Writing and interpreting expressions and equations •Understanding ratio concepts •Develop understanding of statistics •Investigating data and using graphs •Geometry vocabulary •Measuring quantities and shapes to investigate geometric figures •Positive and negative integers— extending the number system Skills •Computing fluently: Adding, subtracting, multiplying and dividing whole numbers, decimals, and fractions •Finding common factors and multiples •Using order of operations rules to evaluate expressions •Writing equations and solving single-step equations •Describing and evaluating number patterns •Connecting multiplication and division to ratio and rate •Solving single-step equations in one variable •Adding, subtracting, multiplying and dividing whole numbers, decimals, fractions, and positive and negative integers •Using ratios and unit rate to solve problems •Analyzing and representing data, including dependent and independent variables

PRE-ALGERBRA The focus for the pre-algebra class is on developing students’ understanding of shapes, both two- and threedimensional, and on using variables and formulas. Throughout the year, we use geometry and measurement to help practice calculation and problem-solving skills and to develop algebraic techniques. The pre-algebra class uses the McDougal Littell, Math Course 3, textbook. Portions of other texts and handouts are used to supplement this traditional text. We also use the Problem of the Week library provided through the Math Forum project of Drexel University and the IXL website to support skill building. Throughout the school year, we review calculating with positive and

negative integers, fractions, decimals, ratios and proportions, and percentages. We focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, and science often. Essential Questions •How are numbers used to describe the world around me? •How are number relationships compared and communicated? •How are the rules for fractions and decimals different from those for whole numbers? •How are the rules the same? •How are an equation and its graph related? •How are formulas helpful in describing shapes? •What is the Pythagorean Theorem? •What are right triangles used to understand distance? Content •Expressions, equations, and inequalities •Comparing quantities •Estimating quantities •Understanding proportions •Graphing inequalities on a number line •Problem-solving plans and techniques •Fractions, ratios, proportions, and percents •Scale drawings and maps •Expressions and linear equations •Geometry—measurement, area, and volume •Investigating data and using graphs •Geometry vocabulary •Measuring quantities and shapes to investigate geometric figures •Pythagorean Theorem •Positive and negative integers •Right triangle trigonometric ratios Skills •Adding, subtracting, multiplying and

dividing whole numbers, decimals, integers, and fractions •Using order of operations rules and the distributive property to evaluate expressions •Calculating using exponents and factors •Solving single-step equations in one variable •Solving two-step equations in one variable •Solving and graphing inequalities in one variable •Adding, subtracting, multiplying and dividing whole numbers, decimals, integers, and fractions •Using ratios and percents accurately •Writing equations and solving single-step equations •Graphing linear equations •Adding, subtracting, multiplying and dividing whole numbers, decimals, fractions, and positive and negative integers •Naming and classifying geometric figures •Converting metric units of length, mass, and capacity within the metric system •Calculating area, perimeter, and volume Assessment •Daily homework and class assignments •Monthly COW solutions •Quizes and tests Activities •Keep track of daily assignments •Complete homework daily •Complete written quizzes and tests in class •Solve and present solutions to problems to whole class with a group •Write narrative solutions to Challenge of the Week •Individually answer questions posed orally

SPANISH The focus for sixth grade Spanish is to foster an appreciation for the relevance of the Spanish language in students’ lives, to develop an understanding of the diversity within the Spanish-speaking world, and to establish a foundation with the vocabulary and grammar of the language. Students use the textbook Avancemos 1 by Holt McDougal. The textbook is in hardcover as well as online. Students will be able to access their online book by signing into classzone.com. Instruction includes discussion, guided practice, partner and group activity, songs, games, skits, and projects to vary practice and learning experiences and provide students with the opportunity to use creativity and problem solving skills in a language other than English. In order to check for and assess content mastery, the sixth grade completes regular homework assignments and take regular quizzes and chapter tests. Essential Questions •Why learn a foreign language? •What role does speaking a foreign language/bilingualism play in global citizenship and the development of our worldview? •How does geography mold the ethnic makeup of our Spanish-peaking population? •How do we approach and introduce ourselves to a Spanish speaker? •How do we share information about oursleves, activities, and our daily lives with others in Spanish? •What are the differences and similarities between daily lifestyle, traditions, and cultures of various Spanish-speaking countries? •How are verbs, time, and numbers different and similar in Spanish and English?

•How does Spanish grammar differ from English grammar? Content •Greet and introduce self and others •Follow classroom instructions •Talk about activities that one likes and dislikes •Describe self and others •Talk about daily schedules •Geography of Spanish-speaking countries •Discuss cultural traditions of the •Spanish-speaking countries in Latin America •Tell time •Describe actions, activities, and obligations •Describe classes and classroom objects •Talk about locations and destinations •Express feelings •Discuss cultural traditions of the •Spanish-speaking countries in Latin America Skills •Locate and name Spanish-speaking countries and capitals on a world map •Use and understand basic conversational Spanish and classroom related phrases •Use personal pronouns and conjugate the verb ser •Use gustar + infinitive to express likes and dislikes •Describe self and others using ser Identify objects and use definite and indefinite articles •Apply noun-adjective agreement when writing and speaking in Spanish •Read and follow a schedule in Spanish •Recite numbers from 0 – 100 in Spanish •Memorize and perform several traditional songs in Spanish

•Read a clock in and tell time in Spanish •Share tasks and obligations using tener and tener que •Use ir to talk about where one is going •Use estar to describe feelings and locations •Give directions •Conjugate -ar, -er, and -ir verbs in the present tense •Talk about meals and food Assessment •Daily starter •Nightly homework •Quizzes and tests •Classroom participation •Projects and presentations Activities Semester One •Textbook activities reinforcing target grammar skill •Write and perform skits with a group •Vocabulary games •Partner dialogue activities •World map labeling games •Map and flag drawings of Spanish-speaking world •Song performance •Online listening and comprehension activities •Group presentations

Art History: Considers and actively discusses styles and movements of relevant artists Art Production: Safely and effectively uses art materials and tools Art Criticism: Student gives and receives informed feedback, and incorporates criticism into their art process. Students are exposed to a diverse selection of artists and develop a vocabulary to discuss and critically examine works of art. Furthermore, students use the Elements of Art (line, shape, color, texture, form, space, value) and Principles of Design (pattern, variety, harmony, contrast, unity, balance, emphasis) to create works of art that emphasize process and not product. Essential Questions •How does art communicate ideas? •How can we communicate a message, or feeling, through art? •How do artists use symbols to communicate larger themes? •How do artists use different media to support their content? Content •Elements of art: line, shape, color, form, space, texture, value •Principles of design: pattern, emphasis, variety, unity, balance, rhythm, proportion •Units include: Art History, Dia de los Muertos, Pop Art, Puppetry, Wassily Kandinsky Skills •Drawing •Watercolor •Scratchboard carving •Building with clay •Cut paper collage •Sculpture techniques •Metal tooling •Writing an artist statement •Artistic criticism

Assessment •Art technique •Art production •Art history •Art criticism •Class participation & effort Projects •Zentangle drawing •Milagros •Scratchboard animal portraits •Value study •Inside-outside collage

•Why is brainstorming important when modifying or improving a product? •What is the evolution of technology, and how can it be used in society? •How can we utilize feedback to improve an idea or product? Content •Cells •DNA •Photosynthesis •Respiration •Decomposition •Patterns •Fractions •Decimals •Ratios •Evolution •Adaptation •Ecology •Population •Climate •Proportions •Statistics •Graphing Skills •Coding •Computer science •Mechanical, electrical, and chemical engineering •Circuitry •Construction techniques •Architecture •Design Thinking •Application of math and science content to real-world situations •Working effectively in a group •Advanced problem solving and analysis •How to give, receive, and apply quality feedback Assessment •Problem Solving •Abstract reasoning •Knowledge and application of math and science content •Strategic, appropriate use of tools and supplies

•Design consideration •Craftsmanship •Giving and receiving high quality feedback •Effective group work Activities •Fibonacci sculptures •Kombucha creation •Architure Design-Build •Binary coding •Pinhole cameras •Biomimicry devices •Worm bin design

MIND, BODY, VOICE In the Mind, Body, Voice class, students have the opportunity to reflect on their growth as individuals, to learn about their peers, and to understand how we have an impact on our community. This class is largely based on group discussion and relies upon critical thinking as the best tool for exploring the complex issues that make up an adolescent's world. At the foundation of this course, exploring one’s values highlights each student’s unique experience and individual contribution to this class and the larger school community. Because the content of Mind, Body, Voice is rooted in exploring and solidifying each individual student's values, identity, and development, much of the curriculum is responsive to the students’ concerns and issues. Creating a Safe Space •Practice sharing information with peers such as interests, likes, and dislikes as a means of building trusting relationships •Use critical thinking to identify personal needs •Explore how to get needs met

•Identify the needs of the group •Create awareness around the needs of others that might differ from one’s own

•Explore what it means to be an ally •Understand why allies are important

Communication •Explore what it means to have a respectful and supportive conversation •Understand active listening •Identify the nuances of verbal communication •Examine use of tone •Practice utilization of “I” statements •Identify the nuances of nonverbal communication •Explore what body language communicates •Explore the intricacies of having difficult conversations and how to do so in a productive way •Learning how to agree to disagree •Explore the use of empathy when communicating in challenging conversations

Identity •Articulate identity of self •Understand identity of others •Expand vocabulary around identity •Understand collective identity and community •Exploration of intersectionality •Expand understanding of culture and the role it plays in daily living and family life •Define and examine ethnicity and the impact it has on identity •Define and examine race and the impact it has on identity •Define and examine age and the impact it has on identity •Define and examine class/socioeconomic status and the impact it has on identity •Define and examine ability and the impact it has on identity •Exploring the origins, function, and implications of stereotyping •Examine the dynamics of defying stereotypes

Values •Articulate and explore personal values through self reflection •Identify how values are formed and how they might change over time •Understand other’s values •Articulate family values •Explore how values inform everyday life Relationships •Identify what healthy and unhealthy friendships look like •Explore how friendships ebb and flow naturally •Explore personal deal makers and deal breakers for friendships •Examine what bullying is •Understand the implications of bullying •Explore ways to handle bullying and bullies •Examine why bullies bully •Understanding what a bystander is •Understand implications of inaction

Body Image •Define and examine body image •Explore what informs body image •Identify and analyze how body image is represented in the media Images in Media •Examine the purpose and implications of media messaging •Explore how media affects body image •Critically examine purpose and implications of social media •Explore personal motivation behind using social media Assessment •Daily starter •Reflection book •Class participation and

engagement •Exit tickets Activities •Pair share •Stop and jot •Partner dialogue activities •Small group discussion •Large group discussion •Videos •Articles •Games •Identity panel

FUEL FOR THOUGHT Fuel for Thought is a responsive class designed to help students develop self-awareness and acquire skills to enhance their academic and social success. In this class, students gain an understanding of brain development and its impact on learning and social interactions. In addition to focusing on a variety of executive functioning skills such as organization, planning, prioritizing, and problem solving, units focus on empowering students to understand and embrace their own unique way of learning. Self-awareness and social-emotional learning is a cornerstone of student development. In Fuel for Thought, students will learn the practice of Mindfulness and other strategies that promote productive interpersonal skills, self-regulation, and cognitive regulation. The curriculum in this class is dictated in large part by the needs of the class as identified by their teachers. Study Skills •Learn LWGMS systems (general and class specific) •Use a planner •Develop systems and strategies for organizing materials and content

•Understand the importance of planning and prioritization of assignments and activities •Reflect and evaluate systems regularly to critically identify challenges and successes Goal-Setting •Identify different types of goals and measurable strategies for achieving this goal •Set academic, social and personal goals for the school year and re-evaluates and modifies as needed 2x a year Learning and the Brain •Understand how the brain works and how this impacts learning •Articulate what the brain needs to be at its best Mindset •Understand the differences between a fixed mindset and growth mindset •Reflect on and explore personal learning as it relates to different mindsets •Identify and employ strategies to develop a growth mindset Listening •Define active listening •Identify active listening blocks and implement strategies to support active listening in the classroom, in the community, and with peers Attention •Articulate what “attention” is •Understand and identify different types of attention and how they impact us in various situations and environments •Explore strategies for developing attention Mindfulness •Understand mindfulness theory

and practice •Develop the ability to be present with and aware of thoughts and emotions •Practice mindfulness of breath, sound, body, and heartfulness •Practice mindfulness throughout the day Active Reading •Identify and apply pre-reading strategies to maximize understanding of content Tests •Plan ahead and allocate appropriate pre-time for tests and quizzes •Identify content pertinent to test/quiz •Articulate and implement study strategies that reinforce and provide feedback regarding mastery of content •Develop test-taking strategies that support student’s ability to perform at her best •Employ strategies prior to and during a test to manage test-related stress or anxiety Note-Taking Strategies •Distinguish when to take notes and what to take notes on •Apply the Cornell Method of note-taking Social Emotional Learning •Understand and articulate personal needs in a variety of academic and social situations •Explore the intricacies of group dynamics •Understand how to develop and implement group norms •Explore “empathy” what it is and its impact •Identify personal decision-making process

7th Grade

The LWGMS curriculum is designed to cultivate intellectual curiosity and a drive to social action in each student. In a safe and supportive environment that challenges each girl to reach her potential, experienced teachers guide our students to develop the creative confidence to meet the many social, emotional, physical, and academic changes of early adolescence. The program is hands-on and experiential, with collaborative learning, projects, oral presentations, and class discussions used to ensure that every girl strengthens her voice as she learns. At the heart of the curriculum is a commitment to social justice.

HUMANITIES This course integrates Language Arts with Social Studies and offers students a chance to see the connections among history, literature, art, and culture. Additionally, the course covers skills in writing, oral presentations, study techniques, and research assignments. The subject matter of this course is World History and Literature, and looks closely at different cultures’ rites of passage as the LWGMS seventh graders develop, design, and implement their own ritual, a culminating event in the Spring term. Throughout the year, students have weekly vocabulary based on the literature assignments and historical content. Academic writing skills are emphasized, and grammatical and mechanical skills are reinforced in all units. Oral presentations skills are highlighted on a daily basis in informal class participation as well as in formal presentations throughout the year. Finally, geography skills such

as map reading are covered with each unit and include historical and current maps. Essential Questions •How does the study of history inform our modern world? •What does it mean to be “civilized”? •What makes a civilization? •How does democracy influence culture and civilization? •What is the impact of Greek achievements (art, philosophy, and culture) on our modern world? •How does belief influence action? •How and why do beliefs change? •What do religions have in common, and how are they different? •Why is it important to honor transitions? •What are some rites of passage that everyone must go through? •How does a rite of passage reflect cultural values? •What is power? What form does it take? •How is power gained, used, and justified? •How did the views of the Chinese government and its people differ

during the Cultural Revolution? •What insight do primary source documents give us into historical events? What do they leave out? Content •Early hominids •From hunters and gatherers to farmers •The rise of Sumerian city-states •Ancient Sumer and Mesopotamia •Geography of Mesopotamia •The Epic of Gilgamesh •The Hero Cycle •The rise of democracy in Ancient Greece •Life in two city-states: Athens and Sparta •Greek cultural achievements •Geography of Ancient Greece •Antigone •World Religions: Judaism, Buddhism, Hinduism, Christianity, Islam •Geography of the Middle East •Literature Circles: Does My Head Look Big in This?, Life of Pi, Ishmael, My Name is Asher Lev •Historical and Cultural Rites of Passage around the world •Stages of a ROP: Separation, Transition, Return •Various coming-of-age short stories

•LWGMS ROP trip •Ancient China •Chinese philosophies: Confucianism, Daoism, and Legalism •China’s Cultural Revolution •Geography of China •Snow Falling in Spring Activities •Summer reading book talk presentation •Household garbage excavation •Gilgamesh essay •Hero Cycle Presentation •Hominid superhero poster •Sumerian city-state ad •Antigone essay •Antigone partner scene performances •Sparta/Athens Greek Vase poster •Greek mythology Fakebook Page •Dear Buddha advice letter •Art projects for each religion of study •Field trips to places of worship •Literature circle essay •World religions group project •Rites of Passage experience •Rites of Passage group project and presentation •Rites of Passage Speech •Dear Confucius letter •Snow Falling in Spring essay •In-class DBQ essay on the Cultural Revolution •Cultural Revolution Infographic Skills •Making in-text annotations •Writing claims and finding evidence •Content vocabulary •Geography •Oral presentations •Literary essay •Applying grade-level lessons of grammar & mechanics •Revising and editing formal writing •In-class DBQ essay Assessment •Reading. quizzes

•Unit test •Vocabulary quizzes •Geography quiz •Literary essay •Projects and presentations •Personal essay •ROP Presentation •ROP speech •In-class DBQ essay

WRITING WORKSHOP This is a writing skills class that teaches the conventions of written language and writing techniques within a meaningful context: students’ own writing. Through a combination of inquiry and direct instruction, students learn grammatical and mechanical rules and apply them to the writing they do in a writer’s notebook. Students generate their own meaningful topics to write about; then they take them through the writing process and publish for an audience. In addition, students develop their voices as essayists and practice blending narrative and expository technique in a personal essay genre study. The writing they do in this unit helps them prepare for their rites of passage experience in the spring by exploring issues of personal identity. Essential Questions •What are writing conventions, and why do they matter? •What does learning about ourselves teach us about others? •How can the writing process foster a sense of community? •How do writers explore personal identity through the writing process? •How is writing an empowering act?

•How can writing effect change? Content •Using a writer’s notebook •Writing process •Writer’s craft •Conventions of writing: grammar and mechanics •Genre study: personal essay •Genre study: spoken word poetry Skills •Writing process skills and strategies: generating, drafting, revising, editing, proofreading, publishing •Applying lessons of grammar and mechanics (including but not limited to appositives, comma splices, parts of speech, review of 6th grade content, etc.) •Writing GEMs •Writing personal essays •Writing spoken word poetry •Collaboration: writing partnerships Assessment •Writer’s notebook •Timed writing •Grammar and usage presentations •GEMs •Grammar and mechanics skill checks •Published personal essay •Digital slam performance Activities •Portrait of a Writer: embellishing the writer’s notebook •Publishing (GEMs) •Parts of speech flip-books •Word Crimes •Writer’s notebook •Walk of Convictions •Publishing (personal essay and spoken word poetry) •Grammar Day! •DigiSlams (spoken word films on social justice topics)

SCIENCE Seventh grade science focuses on the human body. Students explore how the human body systems function and work together to respond to changes in our environment or health. We identify key processes and systems that support healthy bodily function. We study the parts of the brain and their roles in maintaining a healthy and mindful environment; we study genetics and heredity to construct evidence-supported arguments to explain patterns of inheritance and genetic mutations. Students also participate in the STEAM Fair by researching, creating, conducting, analyzing, and presenting a long-term science fair project to the school community and guest STEAM-related mentors. Kids in Medicine (KIM) Seattle delivers three one-week units to the seventh grade to further explore the topics of cardiology, epidemiology, and genetics. These units incorporate labs, 3D modeling, field trips, and several guest teachers to engage student learning from class in a real-life context. Essential Questions •How is your body organized? •Which systems control body functions? •How does your body stay in balance? •What is the role of the cardiovascular system? •How does blood travel through your body? •How do you breathe? •How does food become materials your body can use?

•What nutrients do our bodies need to stay healthy? •How does our body control its own development and reproduction? •Why do human offspring not look like their parents? •How does the endocrine system function? •How do pathogens cause disease? •What are the inflammatory and immune responses? •What is the role of the nervous system? •What are the parts of the brain and what is their role? •How do scientists create and implement an experiment or research project to test a question? •What does DNA do? •What are the functions of chromosomes? •How do offspring inherit traits from their parents? Content •Organ systems •Homeostasis •Circulatory system •Cardiovascular system •Respiratory system •Muscular system •Digestive system •Reproductive system •Pregnancy •Endocrine system •Puberty •Inflammatory and immune responses •HIV and sexually transmitted disease and infections •Nervous system •Parts of the brain •STEAM Fair •Genetics and heredity •Medicine in other cultures Skills •Identifies the causal and

correlational relationships between human body systems and our health •Identifies the role, location, basic function, and interrelationships of each of the human body systems •Creates models of several human body systems to describe, test or predict their function •Uses evidence and scientific reasoning to describe the functions of and relationships among human body systems •Collaborates with other students to carry out research projects and labs on the impact of the environment on the human body •Asks in-depth scientific questions based on observations, evidence and research of natural phenomena •Identifies multiple variables and predict their relationship to an overarching research question or big idea •Plans and carries out an experiment, investigation or research project using the design thinking process •Engages in and presents a scientific argument supported by data, observations, as well as scientific ideas, principles and theories •Collaborates with other students to deepen understanding of natural phenomena Assessment •Daily homework •In-class and online discussions •Class presentations •Unit reflections •Lab reports •Quizzes and tests •Choose to Lose project •Elements of the STEAM Fair •Process – rationale for topic chosen, preliminary bibliography, drafts of background research, experimental or research plan including variables, materials and procedures, carrying out experiment or research, data chart and conclusion, presentation of

findings or project •Medicine in Other Cultures debate Activites •Keeping an interactive science notebook •Modeling initial and final explanations of complex phenomena •Completing in-class labs on homeostasis, heart rate and exercise, and energy absorption •Using microscopes to study cells, tissues, and, organs •Collecting data using Vernier Lab Pro probeware and software •Carrying out all aspects of a STEAM fair project: choose a topic, research the topic, contact a primary resource, create initial experimental design, begin testing or research •KIM Seattle Airdrop: pig heart dissection, heart health lab, 3D modeling of heart structure and functions •KIM Seattle Airdrop: research project on communicable disease, mathematical analysis of infections, conduct ELISA BioRad testing lab •KIM Seattle Airdrop: genome caching, constructing risk assessment using probability, DNA electrophoresis lab

PRE-ALGERBRA The focus for the pre-algebra class is on developing students’ understanding of shapes, both two- and three-dimensional, and on using variables and formulas. Throughout the year, we use geometry and measurement to help practice calculation and problem-solving skills and to develop algebraic techniques. The pre-algebra class uses the McDougal Littell, Math Course 3, textbook. Portions of other texts and handouts are used to supplement this traditional text. We also use the Problem of the Week library provided through the Math Forum project of Drexel University and the IXL website to support skill building. Throughout the school year, we review calculating with positive and negative integers, fractions, decimals, ratios and proportions, and percentages. We focus on problem-solving strategies and connect their skills in math with humanities, Spanish, art, and science often. Essential Questions •How are numbers used to describe the world around me? •How are number relationships compared and communicated? •How are the rules for fractions and decimals different from those for whole numbers? •How are the rules the same? •How are an equation and its graph related? •How are formulas helpful in describing shapes? •What is the Pythagorean Theorem? •What are right triangles used to understand distance?

Content •Expressions, equations, and inequalities •Comparing quantities •Estimating quantities •Understanding proportions •Graphing inequalities on a number line •Problem-solving plans and techniques •Fractions, ratios, proportions, and percents •Scale drawings and maps •Expressions and linear equations •Geometry—measurement, area, and volume •Investigating data and using graphs •Geometry vocabulary •Measuring quantities and shapes to investigate geometric figures •Pythagorean Theorem •Positive and negative integers •Right triangle trigonometric ratios Skills •Adding, subtracting, multiplying and dividing whole numbers, decimals, integers, and fractions •Using order of operations rules and the distributive property to evaluate expressions •Calculating using exponents and factors •Solving single-step equations in one variable •Solving two-step equations in one variable •Solving and graphing inequalities in one variable •Adding, subtracting, multiplying and dividing whole numbers, decimals, integers, and fractions •Using ratios and percents accurately •Writing equations and solving single-step equations •Graphing linear equations •Adding, subtracting, multiplying and dividing whole numbers, decimals, fractions, and positive and negative integers

•Naming and classifying geometric figures •Converting metric units of length, mass, and capacity within the metric system •Calculating area, perimeter, and volume Assessment •Daily homework and class assignments •Monthly COW solutions •Quizes and tests Activities •Keep track of daily assignments •Complete homework daily •Complete written quizzes and tests in class •Solve and present solutions to problems to whole class with a group •Write narrative solutions to Challenge of the Week •Individually answer questions posed orally ALGERBRA By the end of her Algebra class, an LWGMS student is able to use her math skills and confidence with problem-solving to compute mentally, create mathematical connections, and describe those connections in various ways. The focus is for each girl to develop her skills using algebra to solve problems. The algebra class uses the Holt McDougal Larson Algebra I textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building. Throughout the school year, we review calculating with positive and negative integers, fractions, decimals, ratios, proportions, and percentages, and we introduce

graphing using a variety of linear equations and linear systems. We focus on problem-solving strategies and connect students’ skills in math with humanities, Spanish, art, and science often. Essential Questions •What patterns are in arithmetic and how are those patterns extended? •How are algebraic expressions and equations related to expressions using integers and rational numbers? •How do graphs of equations help explain the equation? •How do fractions contribute to rational expressions? •How does factoring integers help simplify rational expressions? •What real-world applications can be solved using rational expressions? •What real-world applications can be modeled using a quadratic equation? •What kinds of problems can be solved using simple trigonometric ratios? Content •Integral and fractional exponents •Graphing linear equations and related inequalities in two variables •Factoring monomials and polynomials •Solving systems of linear equations •Understanding functions •Factoring polynomial expressions and equations •Simplifying polynomial expressions and equations •Applying the Pythagorean Theorem, analyzing figures in two and three dimensions •Quadratic equations •Quadratic formula •Trig functions: sine, cosine, and tangent

Skills •Adding, subtracting, multiplying and dividing positive and negative whole numbers, decimals, integers, and fractions •Using the rules of exponents to calculate •Finding opposites, roots, and reciprocals •Solving equations and inequalities in a single variable •Solving equations and inequalities with absolute values •Simplifying expressions •Graphing linear equations and related inequalities •Solving systems of linear equations in two variables •Adding, subtracting, multiplying and dividing whole numbers, decimals, fractions, and positive and negative integers •Finding roots of quadratic equations using the quadratic formula •Graphing quadratic functions •Finding roots of quadratic equations by factoring •Applying quadratic equations to physical problems •Using simple trigonometric ratios to solve physical problems Assessment •Daily homework and class assignments •Monthly COW solutions •Quizes and tests Activities •Keep track of daily assignments •Complete homework daily •Complete written quizzes and tests in class •Solve and present solutions to problems to whole class with a group •Write narrative solutions to Challenge of the Week •Individually answer questions posed orally

SPANISH The focus for seventh grade is to deepen the understanding of the Spanish-speaking community at local and international levels, gain an appreciation for the traditions of students’ own families and cultures as well as those of Spanish-speaking countries, and strengthen conversation by increasing vocabulary and grammatical skills. In order to check for and assess content mastery, the seventh grade students are asked to complete regular homework assignments and take weekly quizzes and chapter tests. Students continue to use the textbook Avancemos 1 by Holt McDougal, in hardcover and online. Essential Questions •How can learning a foreign language benefit individuals cognitively, professionally, and socially? •What is the significance of bilingualism? What role does bilingualism play in global citizenship? •What role does food play in the Latino culture? •How do we express feelings? •How are questions (and answers) constructed in Spanish? •How do people in modern day Spanish-speaking countries spend their leisure time? •How do we describe attire? •How do we describe what we do or will do in the future? •How do we get around town, make purchases, and order from a menu? Content •Understand Spanish as an advantage and benefit in daily life, careers and education •Talk about food and beverages •Ask questions

•Express items that one likes and dislikes •Talk about family •Ask and tell ages and birthdays •Express possession •Give dates •Make comparisons •Appreciate the influence of city design, amenities, and events on culture in Spanish-speaking countries •Coming of age stories •Talk about clothing and shopping •Describe seasons •Describe places and events •Talk about transportation and give directions •Say what one plans to do in the future •Visit a restaurant Skills •Identify benefits of speaking Spanish in the future •Conjugate and use the verbs ser, tener, estar and ir as well as -ar, -er, and -ir verbs •Use interrogative words to formulate questions •Name different meals in Spanish and acquire additional food vocabulary •Express preferences using the verb gustar + nouns •Describe family members and their ages and relationship to one another using family vocabulary in Spanish •Recite months of the year and dates in Spanish •Use possessive adjectives as well as de to show possession in Spanish •Describe an individual’s attire and physical appearance and compare him/her to another individual in Spanish •Recite numbers from 200 – 1,000,000 and months of the year •Learn songs in Spanish •Use comparatives and discuss how they differ from one another

•Discuss leisure activities and hobbies in Spanish-speaking countries •Apply stem-changing verbs e-ie, o-ue and e-i in dialogue •Order from a menu and understand its content •Use direct object pronouns •Give directions to a location Assessment •Daily starter •Homework •Quizzes and tests •Class participation •Projects and presentations Activities •Textbook activities reinforcing target grammar skill •Write and perform skits with a group •Vocabulary games •Partner dialogue activities •Song performance •Family project •Verb pictures •Song performance •Memorizing and performing songs •Market project

uses art materials and tools Art Criticism: Student gives and receives informed feedback, and incorporates criticism into their art process. Students are exposed to a diverse selection of artists and develop a vocabulary to discuss and critically examine works of art. Furthermore, students use the Elements of Art (line, shape, color, texture, form, space, value) and Principles of Design (pattern, variety, harmony, contrast, unity, balance, emphasis) to create works of art that emphasize process and not product. Essential Questions •How do artists use line and movement to create energy? •How do artists use color to convey mood? •How is art used to tell a story? •What stories are told? •How is an object simplified into an abstract form? Content •Elements of art: line, shape, color, form, space, texture, value •Principles of design: pattern, emphasis, variety, unity, balance, rhythm, proportion •Color Theory •Art History units include: Dia de los Muertos, Georgia O’Keefe, Joseph Cornell, and Cubism Skills •Linoleum printing •Plaster mask making •Color mixing •Cut paper collaging •Drawing with chalk pastel •Basic assemblage •Sculpture techniques •Abstraction •Writing an artist statement •Artistic criticism

Assessment •Art technique •Art production •Art history •Art criticism •Class participation and effort Projects •Zentangle drawing •Calaveras masks •Flora and Fauna prints •Abstract painting •Color theory study •Georgia O'Keeffe chalk pastel •Identity boxes •Texture sculpture •Kaleidoscope color wheel

•In what ways can we apply our current knowledge of math and science to demonstrate creative solutions? •What can we build that synthesizes all of our STEAM skills? •Why are design elements considered when engineers and designers invent or innovate a product? •How does work in STEM enhance our quality of life? Content •Body systems: digestion, cardiorespiratory, immune system, and reproduction •The brain •Integers •Exponents •Linear expressions •Polynomials •Heredity Skills •Coding •Computer science •Mechanical, electrical, and chemical engineering •Circuitry •Construction techniques •Architecture •Design Thinking •Application of math and science content to real-world situations •Working effectively in a group •Advanced problem solving and analysis •How to give, receive, and apply quality feedback Assessment •Problem Solving •Abstract reasoning •Knowledge and application of math and science content •Strategic, appropriate use of tools and supplies •Design consideration •Craftsmanship •Giving and receiving high quality feedback •Effective group work

Activities •Cardboard mechanics •Computer guts •Notation mobile •Nerve circuits •Arduino •Scratch games •Weather balloons •Computer modeling

MIND, BODY, VOICE In the Mind, Body, Voice class, students have the opportunity to reflect on their growth as individuals, to learn about their peers, and to understand how we have an impact on our community. This class is largely based on group discussion and relies upon critical thinking as the best tool for exploring the complex issues that make up an adolescent's world. At the foundation of this course, exploring one’s values highlights each student’s unique experience and individual contribution to this class and the larger school community. Because the content of Mind, Body, Voice is rooted in exploring and solidifying each individual student's values, identity, and development, much of the curriculum is responsive to the students’ concerns and issues. Creating a Safe Space •Practice sharing information with peers such as interests, likes, dislikes as a means of building trusting relationships. •Use critical thinking to identify personal needs •Explore how to get needs met •Identify the needs of a group •Create awareness around the needs of others that might differ from one’s own •Explore what it means to have a

respectful and supportive c onversations •Examine of verbal and nonverbal communication Values •Articulate and explore personal values through self reflection •Identify how values are formed and how they might change over time •Understand other’s values •Articulate family values •Explore how values inform everyday life Communication •Identify the nuances of verbal and nonverbal communication •Examine how to have difficult conversations and interactions in a productive way •Learn how to agree to disagree •Explore the use of empathy when communicating in challenging conversations Relationships •Identify what healthy and unhealthy friendships look like •Explore how friendships ebb and flow naturally •Practice problem solving with friends •Examine deal makers and breakers Puberty (Emotions) •Understand the impact of brain development during puberty •Formulate emotional self-care strategies •Strategize handling the natural ebb and flow of emotions during puberty Puberty (Physical) •Understand the importance of hygiene during puberty including feminine hygiene products and cleanliness •Explore the variety of ways the body changes during puberty

including acne, body hair, body growth, development of breasts, mensease, and body odor •Understand why puberty happens to people and what it looks like Body Image •Define and examine body image •Explore what informs body image Identify and analyze how body image is represented in the media Media •Examine the purpose and implications of media messaging •Explore how media affects body image •Critically examine the purpose and implications of social media •Explore personal motivation behind using social media Quadrants of Sexual Orientation, Gender Identity, Gender Expression, and Sex •Introducing the concept of a spectrum perspective and identification method •Develop understanding of sexual orientation, gender identity, gender expression, and sex •Explore intersectionality between sexual orientation, gender identity, gender expression, and sex •Develop understanding of quadrant and how it applies to identity •Examine allyship and how to be an ally •Reflect upon self-identity, gender roles, gender expression, gender identity, and sex and what implication those identities have on daily living Assessment •Daily starter •Reflection book •Class participation and engagement •Exit tickets Activities •Pair share

•Stop and jot •Partner dialogue activities •Small group discussion •Large group discussion •Videos •Articles •Games •Identity panel

FUEL FOR THOUGHT In seventh grade Fuel for Thought continues to be a responsive class designed to focus on further developing self-awareness and strengthening academic and social skills. In this class, students explore external and internal factors that impact learning and social interactions. FFT builds on developing aspects of executive function from a more challenging perspective such as organization of thought, maneuvering social relationships and academics, communication skills, and the concepts of success and failure. In addition, new aspects of the practice of Mindfulness are explored and reinforced through daily practice. Study Skills •Learn LWGMS systems (general and class specific) •Maintain a planner and explore ways to personalize its use •Develop systems and strategies for organizing materials and content •Explore the importance of planning and prioritization of assignments and activities •Explore a variety of ways to take notes in real-time and as a study tool •Reflect and evaluate systems regularly to critically identify challenges and successes

Goal-Setting •Identify different types of goals and measurable strategies for achieving this goal •Set academic, social and personal goals for the school year and re-evaluates and modifies as needed 2x a year

•Explore and identify different types of attention and how they impact students in various situations and environments •Explore strategies for developing attention •Implement strategies to increase attention and focus

Learning and the Brain •Explore how the brain works and how this impacts learning •Articulate what the human brain needs to be at its best •Understand, articulate and embrace individual needs as a learner

Mindfulness •Explore mindfulness theory and practice •Develop the ability to be present with and aware of thoughts and emotions •Practice mindfulness of breath, sound, body, and heartfulness •Practice mindfulness throughout the day

Mindset •Explore the differences between a fixed mindset and growth mindset •Reflect on and explore personal learning as it relates to different mindsets •Identify and employ strategies to develop a growth mindset Verbal and Nonverbal Communication •Define and explore the intricacies of verbal communication such as tone, cadence, enunciation, stress, punctuation, and word choice •Define and explore the intricacies of nonverbal communication such as appearance, body language, gestures, visuals, and space •Explore the impact and situational application of a variety of verbal communication tools Listening •Define active listening •Identify active listening blocks and implement strategies to support active listening in the classroom, in the community, and with peers •Practice specific active listening skills Attention •Articulate what “attention” is

Tests •Plan ahead and allocate appropriate pre-time for tests and quizzes •Identify content pertinent to test/quiz preparation •Articulate and implement study strategies that reinforce and provide feedback regarding mastery of content •Develop test-taking strategies that support students’ ability to perform at her best •Employ strategies prior to and during a test to manage test-related stress or anxiety Social Emotional Learning •Explore and articulate personal needs in a variety of academic and social situations •Explore the intricacies of group dynamics •Explore how to develop and implement group norms •Explore diversity in the classroom, how it impacts learning, and how to embrace it opportunities and challenges •Explore “empathy” what it is and its impact •Identify personal decision-making process

8th Grade

SOCIAL STUDIES The eighth grade Social Studies class is a combination of Washington State history and United States history with an emphasis on social justice. In partnership with Bending the Arc, a leadership development curriculum, students focus on non-violence and the history of social justice movements in both Washington State and the United States. In Washington State history units, students study the geography of the state, the history of Native Americans, the introduction of settlers and urban development, labor movements, women’s rights, immigration, Japanese Internment, and civil rights. During the units on United States history, students focus on the Constitution, civics, and economic principles; through the lens of social justice, the class examines the foundations of our democratic republic, events that caused social and political change, as well as the foundation of our economic system. As part of the Social Studies class, all eighth graders participate in the

LWGMS Social Justice Film Festival and in the Bending the Arc journey, a field trip to deepen their understanding of the history of civil rights in Washington State. Finally, the Social Studies curriculum culminates in a Constitutional Mock Trial project.

•How can civil disobedience affect change in society, culture, and politics? •How does the Constitution protect the voices of minority viewpoints? •How can the legal system be a source of social and political change? •Why do we take action against injustice?

Essential Questions •What is history? •Why do we study the past? •How does history inform social justice movements? •How do personal beliefs affect political views? •Why live in Washington? •How do diverse peoples live together in Washington? •How do conflicts shape history and society? •How do diverse perspectives influence social and political systems? •Is America a “land of opportunity”? •How is the Constitution a living document? •How does the United States solve issues of social justice and oppression? •What historical events have shaped American culture?

Content •Geography of Washington State •Personal history of immigration to Washington •The diverse people in Washington: Native Americans, explorers and settlers, Asian immigrants Japanese Internment •Women’s rights in Washington: voting, political power, •Pacific Northwest Civil Rights: Protests, Resistance, and Change •MLK Essay Contest •Social Justice Film Festival: Resistance and Remembrance •Foundations of United States •Legislative and legal response to social justice issues •The Judicial Branch: watershed court cases •Mock Trial Project: Social Justice •The Great Migration and Harlem Renaissance

•Economic History: the 1920s, Stock Market Crash, Great Depression, New Deal •Economic Justice and Labor Movements •The Environmental Movement in the United States BENDING THE ARC •Who am I, Who will I be? •Kingian Nonviolence •Women’s Leadership Throughout History •Valuing My Worth •Self-Confidence and Maintaining •Self-Image •Building Healthy Systems •Ally-ship: Agents of Change •Pacific Northwest History Journey: Exclusion, Marginalization, Resistance, and Remembrance •Social Justice and Creative Expression Skills •Map reading •Analyze documents •Write persuasive essay •Outlining/note taking •Memorization – vocabulary •Revising and editing •Presentation: oral skills •Using digital media technology: photography and filmmaking •Group work •Reflection •Interviewing •Research skills: Analyze legal documents and primary and secondary sources •Write a bibliography •Film analysis •Filmmaking Assessment •Oral presentation •Persuasive essays •Vocabulary quiz •Reading quiz •Unit exam •Washington State documentary film •Research paper

•In-class essay/timed writing Activities •Oral history project •Presentations: formal and informal •Writing: in-class essay, MLK essay contest •Bending the Arc workshops and field trip •Social Justice Film project •Document-Based Question Essay •Presentations: formal and informal •Writing: short research paper, essay, speech •Mock Trial

LANGUAGE ARTS This course functions as the literary component of the eighth grade Humanities curriculum. As students gain practice in the mechanics and process of writing in Writing Workshop, eighth grade Language Arts reinforces and applies those skills in a primarily literary context. Students learn and practice different writing modes as ways of expressing their analytic skills. Students engage in traditional novel study and literary analysis while also actively connecting their reading to the narrative of their own lives and the world around them. Socratic seminars and oral performances allow students to explore the themes and issues raised in the text while continuing to build essential communication skills. Essential Questions •How does narrative perspective shape the way we read and understand a text? •How does American literature reflect social progress? •What techniques and devices do writers use to create stories and

convey themes? •How does audience and purpose inform different kinds of writing? •How does literature reflect a society? Content •The Great Gatsby (summer reading) •The Absolutely True Diary of a Part Time Indian •Passing •When the Emperor Was Divine •To Kill a Mockingbird •Ender’s Game Skills •Literary analysis and personal response •Writing literature based essays with in-text citation •Vocabulary development •Application of grammar and mechanics •Presentation: oral communication •Collaboration: reading and writing partnerships Assessment •Literature based essays •Poetry: haiku, free verse, found •Reading comprehension quizzes •Presentation: oral communication Activities •Oral interpretation of literature •Alternate Great Gatsby cover •Character Twitter Feed •Found Poetry •Debates •Ender’s Game Olympiad •Mockingbird letters

WRITING WORKSHOP The focus of instruction in this course is the development of students’ writing voices and skills in multiple genres. Students make extensive use of the

writing process, building on the revision and editing strategies they’ve acquired in previous grades, and learn to become their own editors. Grammar and mechanics instruction is contextualized in a way that allows students to apply it to their own writing. In addition to generating their own writing topics, students respond to prompts and submit pieces to The Sun and YES! magazines. Students also engage in genre studies include free verse poetry and memoir. These units employ mentor texts that students read as writers, learning how to see authors as mentors for their own writing. Essential Questions •What are writing conventions, and why do they matter? •What is “voice” in writing and how do writers develop it? •Where does poetry hide? •How do writers use authors as mentors? •How is the reading and writing of memoir a transformative, even political act? •How does audience and purpose inform different kinds of writing? Content •Using a writer’s notebook •Writing process •Writer’s craft •Reading and writing free verse poetry •Conventions of writing: grammar and mechanics •Prompted writing (magazine submissions) •Reading and writing memoir (Authors include Sheman Alexie, Sandra Cisneros, Jamaica Kincaid, Kyoko Mori, and others.) •Speechwriting •Conventions of writing: grammar and mechanics •Prompted writing (magazine submissions)

Skills •Writing process skills and strategies: generating, drafting, revising, editing, proofreading, publishing •Applying lessons of grammar and mechanics (including but not limited to commonly confused words, commas with nonessential information, commas with coordinate adjectives, colons and semicolons, parts of speech, review of sixthand seventh grade content, etc.) •Writing to a prompt •Collaboration: writing partnerships •Using poetic devices in free-verse poetry •Writing process skills and strategies: generating, draftiing, revising, editing, proofreading, publishing •Applying lessons of grammar and mechanics (including but not limited to commonly confused words, verbals, parallel construction, hyphens and dashes, etc.) •Writing to a prompt •Collaboration: writing partnerships •Writing narrative memoir Assessment •Writer’s notebook •Timed writing •Grammar and usage presentations •Magazine submissions •Final poems •Grammar and mechanics skill checks •Published memoir •Graduation speech Activities •Portrait of a Writer: embellishing the writer’s notebook •Submitting pieces to magazines •Poetry Night •Punctuation Day celebration •Word Crimes •Grammar Day! •Making grammar films •Publishing celebrations •Graduation speech

PHYSICAL SCIENCE Eighth grade science focuses on forces, energy, and properties of matter. Students study the forces and physical interactions between objects and within systems of objects as well as the transfer of energy from one system to another. They learn about the atomic and molecular interactions that explain the properties of matter that we experience in our daily lives. Kids in Medicine (KIM) Seattle will deliver two one-week units to the eighth grade to further explore the topics of simple machines and force as well as birth and biotechnology. These units will incorporate labs, 3D modeling, field trips, and several guest teachers to engage student learning from class in a real-life context. Essential Questions •How do we describe the motion of an object? •How do we describe velocity and acceleration? •How do forces affect motion? •What is an object’s momentum? •How do machines make it easier to do work? •How are energy, work, and power related? •How do Newton’s laws of motions apply to daily life? •How are different forms of energy related? •What is the law of conservation of energy? •What properties describe matter? •What is matter made of? •How are changes in energy and matter related? •Why does a substance change states? •What is the modern model of the atom?

•How is the periodic table useful? •How can bonding determine the properties of a substance? •How is a chemical reaction different from a physical reaction? •What determines the properties of a solution or mixture? •What are the properties of acids and bases? Content •Motion: speed, velocity and acceleration •Forces •Momentum and the law of conservation of momentum •Newton’s laws of motion •Simple and compound machines •Kinetic and potential energy •Law of conservation of energy •Physical and chemical properties of matter •Law of conservation of mass •Solids, liquids, and gases •Elements and the periodic table •Atomic and molecular structure •Bonding and molecular compounds •Chemical reactions •Acids, bases, and solutions Skills •Identifies causal and correlational relationships in an object’s motion as a result of various forces •Creates models to describe, test or predict the influence of kinetic and potential energy on an object or system •Engages multiple sources of evidence from scientific principles, laws and theories to explain phenomena related to Newton’s laws of motion •Collaborates with other students to investigate, analyze and communicate the influence of forces and energy in our daily lives •Obtains and evaluates information from multiples sources on the application of chemistry to our daily

lives •Analyzes the structure of atoms and molecules to explain material properties •Selects and uses appropriate scientific equipment to determine chemical properties and relationships •Uses math to identify patterns and explain relationships among the elements of the periodic table •Selects and uses appropriate scientific equipment to determine chemical properties and relationships •Uses math to identify patterns and explain relationships among the elements of the periodic table •Collaborates with other students to investigate, analyze, and communicate the influence of the properties of matter, chemical reactions, and properties of acids and bases in our daily lives Assessment •Daily homework •In-class and online discussions •Class presentations •Unit reflections •Lab reports •Quizzes and tests Activites •Keeping an interactive science notebook •Modeling initial and final explanations of complex phenomena •Completing in-class labs on force, motion, and work •Collecting data using Vernier Lab Pro probeware and software •KIM Seattle Airdrop: 3D modeling of simple machines and force in human body, prosthetic limb research and design, sports health lab •KIM Seattle Airdrop: birth simulation using NOEL training robot and DNA electrophoresis lab

ALGERBRA By the end of her Algebra class, an LWGMS student is able to use her math skills and confidence with problem-solving to compute mentally, create mathematical connections, and describe those connections in various ways. The focus is for each girl to develop her skills using algebra to solve problems. The algebra class uses the Holt McDougal Larson Algebra I textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building. Throughout the school year, we review calculating with positive and negative integers, fractions, decimals, ratios and proportions, and percentages and introduce graphing using a variety of linear equations and linear systems. We focus on problem-solving strategies and connect their skills in math with humanities, Spanish, art, and science often. Essential Questions •What patterns are in arithmetic and how are those patterns extended? •How are algebraic expressions and equations related to expressions using integers and rational numbers? •How do graphs of equations help us understand the equation? •How do fractions contribute to rational expressions? •How does factoring integers help simplify rational expressions? •What real-world applications can be solved using rational expressions? •What real-world applications can be modeled using a quadratic equation? •What kinds of problems can be solved using simple trigonometric ratios?

Content •Integral and fractional exponents •Graphing linear equations and related inequalities in two variables •Factoring monomials and polynomials •Solving systems of linear equations •Understanding functions •Factoring polynomial expressions and equations •Simplifying polynomial expressions and equations •Applying the Pythagorean Theorem, analyzing figures in two and three dimensions •Quadratic equations •Quadratic formula •Trig functions: sine, cosine, and tangent

Assessment •Daily homework and class assignments •Monthly COW solutions •Quizes and tests

PRE-GEOMETRY After taking Algebra at LWGMS, our girls are able to use their sophisticated skill set to analyze unknowns and understand mathematical relationships in the physical world. In addition, they are very well prepared for high-school level math. We are offering a Pre-Geometry class for many of the eighth grade students who are ready to transfer their understanding of algebra to the world of geometry. The correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof.

Activities •Keep track of daily assignments •Complete homework daily •Complete written quizzes and tests in class •Solve and present solutions to problems to whole class with a group •Write narrative solutions to Challenge of the Week •Individually answer questions posed orally

The geometry class uses the Holt McDougal Larson Geometry

textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building and math worksheets from Kuta Software. Essential Questions •How do identify, name, and measure figures, lengths, and angles? •How do we best use the tools of reasoning to create proof statements about geometric relationships? •How do we use the information about parallel and perpendicular lines to identify angles, and solve for unknown angle measurements? •How can we use the understanding of triangles, angles, and lines to prove for congruence? •How can we use what we know about relationships within triangles to justify statements and solve problems? •How do ratio and proportion apply to similar figures? •What are the properties of special quadrilaterals? •How do we identify line symmetry and rotational symmetry? •How do we use the understanding of circles and angles to find arc measures and lengths of segments? Content •Points, lines, planes, rays, distance formula, midpoint formula, and angle classification •Inductive reasoning, deductive reasoning, counter-examples, conditional statements, and two column proofs •Corresponding angles, consecutive interior angles, alternate interior angles, and alternate exterior angles •Triangle classification, theorems of equilateral and isosceles triangles Perpendicular bisectors, angle bisectors, medians, and altitudes of triangles •Triangle Inequality Theorem Indirect measurement

•Classification of special quadrilaterals •Image, preimage, and isometry •Reflection, rotation, and dilation •Matrix operations and vectors •Tangents, chords, and secants of circles Skills •Using classification and measurement tools appropriately •Identifying the hypothesis and conclusion statements •Using postulates and theorems of angle pair relationships •Finding slope of parallel and perpendicular lines •Writing and graphing equations of a line •Creating proof statements about parallel and perpendicular lines •Classifying and identifying corresponding elements of congruent triangles •Solving proportions within right triangles using trigonometric ratios •Proving the Midsegment Theorem and using the properties of midsegments to solve problems •Solving problems involving the geometric mean •Using Triangle Proportionality Theorem and its converse to justify reasoning and solve problems •Finding the interior and exterior angle measures •Applying coordinate rules for transformation to problem solving situations •Solving for various unknown segments of a circle •Understanding inscribed angles and inscribed polygons within a circle •Writing and graphing equations of circles Assessment •Daily homework and class assignments •Monthly COW solutions •Quizes and tests

SPANISH In eighth grade, Spanish class focuses on developing the Spanish-speaking proficiency of students. This is accomplished by moving towards an immersion-style classroom. The majority of class is taught in Spanish, and students are expected to use Spanish when communicating with the teacher and each other. Essential Questions •What Spanish skills are used in a Spanish only situation? •What differences and similarities occur in the daily life of individuals from different Latin American countries? •How do sports differ in Spanish-speaking countries? •How do people in modern day Spanish-speaking countries take care of their health? •How do we use technology to share information about it in Spanish? •How do we share experiences we have had with others? •How do we describe daily routines with others? How do they compare? •How do we share vacation and/or travel experiences with others?

Content •Review previous curriculum •Describe a home and household items •Indicate the order of things •Locate items or people •Plan a party •Talk about chores and responsibilities •Tell someone what to do •Talk about whom and what you know •Discuss sports •Describe the human body and physical health •Share information about things done in the past •Talk about technology •Talk about a sequence of events over time •Express negative or indefinite situations •Conduct conversations over the phone •Tell a narrative about an experience •Extend an invitation •Talk about a typical day and routine •Talk about real time activities •Describe vacation activities Skills •Engages in Spanish-only lessons •Demonstrates mastery of sixth and seventh grade curriculum •Uses irregular verbs: dar, decir, poner, salir, traer, and venir •Uses affirmative tú commands •Uses sports related vocabulary •Conjugates and use the verb jugar •Uses saber and conocer, correctly •Uses and applies household vocabulary •Uses ordinal numbers •Uses vocabulary related to the parts of the human body •Talks about healthy habits •Conjugates regular -ar, -er, and -ir verbs in the preterite tense •Conjugates -car, -gar, and -zar verbs in the preterite tense

•Uses vocabulary pertaining to technology correctly •Uses affirmative words and negative words in a dialogue •Conjugates ir, ser, and hacer in the preterite tense •Uses and applies reflexive verbs •Constructs and applies the present progressive •Uses and applies indirect object pronouns •Uses demonstrative adjectives Assessment •Daily starter •Homework •Quizzes and tests •Class participation •Projects and presentations Activities •Textbook activities reinforcing target grammar skill •Write and perform skits with a group •Vocabulary games •Partner dialogue activities •Spanish telenovela project •Cuarto project •Song performance •Online listening and comprehension activities Memorize and perform songs, poems, and/or presentations

VISUAL ART Recognizing that art cannot be separated from the study of history, language, culture, and other academic disciplines, a comprehensive approach is used throughout all of art classes. This encompass the following: Art Technique: Accurately uses Art Elements and Principles of Design to create original works of art Art History: Considers and actively discusses styles and movements of relevant artists Art Production: Safely and effectively uses art materials and tools Art Criticism: Student gives and receives informed feedback, and incorporates criticism into their art process. Students are exposed to a diverse selection of artists and develop a vocabulary to discuss and critically examine works of art. Furthermore, students use the Elements of Art (line, shape, color, texture, form, space, value) and Principles of Design (pattern, variety, harmony, contrast, unity, balance, emphasis) to create works of art that emphasize process and not product. Essential Questions •How are art elements and design principles used to organize and express ideas? •What can modern and historical artwork teach us about a culture or society? •How can art influence our understanding of other disciplines? •How does self-portraiture convey a sense of self? •How can we be environmentally conscious artists?

Content •Elements of art: line, shape, color, form, space, texture, value •Principles of design: pattern, emphasis, variety, unity, balance, rhythm, proportion •Art history: Jan Von Holleban "Dreams of Flying" photographs, Nicki McClure, Various self-portrait artists, Harlem Renaissance artists (Jacob Lawrence, Romare Bearden, Sargent Claude Johnson), Barbara Kruger, and Franz Marc Skills •Mixing and blending colors (watercolor, acrylic paint, oil pastel) •Relief printmaking techniques •Basic ceramic hand building skills (slab, coil, hatching, joining slabs) •Advanced linoleum printmaking skills: uses a variety of line types and thicknesses, printing multiple colors •Adding value to a drawing •Drawing accurate face proportions •Staging a photograph in order to create a surrealist scene Assessment •Art technique •Art production •Art history •Art criticism •Class participation and effort Projects •Botanical science watercolor illustrations (birds) •Zentangle animal drawings •Still life drawing •2pt perspective mixed media project •Franz Marc-style cubist animal pastel •Harlem Renaissance poet painting •Self-portrait acrylic painting •Nicki McClure-style postcards (cut paper) •Six-Word Memoir illustrations •"Dreams of Flying" photographs •Barbara Kruger inspired “bumper sticker”

STEAM In each grade, L-Dub girls take a year-long STEAM class that integrates the arts with science, technology, engineering, and math. The three-year scope and sequence begins with an introduction to the design thinking process and basic shop safety and use of tools, and it culminates in individual projects that demonstrate students’ ability to solve problems and build prototypes using STEAM skills. The STEAM curriculum is designed not only excite girls about engineering, technology, science, and math, but also to allow them to apply their knowledge of those disciplines in a creative, hands on way. The projects are regularly integrated with learning in their math and science classes, so that the skills and knowledge are easily applicable and relevant across disciplines. Essential Questions •How are math and science incorporated into our everyday experiences? •How can we make judgments and evaluate decisions related to changes produced by science, engineering, and technology? •How are systems interrelated and interdependent? How do systems interact? How can we investigate and analyze systems and their interactions? •How is the development of a prototype important for the development of a mass production? •How do appropriate materials, tools, and machines extend our ability to solve problems and invent? •What can we create that will improve the life of someone else?

Content •Forces/Newton •Simple machines •Energy and matter •Expressions •Polynomials •Proofs •Geometry •Trigonometry •Properties of matter •Atoms and elements •Chemistry •Systems of equations •Inequalities •Logic Skills •Coding •Computer science •Mechanical, electrical, and chemical engineering •Circuitry •Construction techniques •Architecture •Design Thinking •Application of math and science content to real-world situations •Working effectively in a group •Advanced problem solving and analysis •How to give, receive, and apply quality feedback Assessment •Problem Solving •Abstract reasoning •Knowledge and application of math and science content •Strategic, appropriate use of tools and supplies •Design consideration •Craftsmanship •Giving and receiving high quality feedback •Effective group work Activities •Website and app building •Rube Goldberg machines •Hydraulic machines •Headless Barbie Derby •Lamps

•Moving magnetism •Rocket propulsion •Chemical explosions •Aerospace technology

MIND, BODY, VOICE In the Mind, Body, Voice class, students have the opportunity to reflect on their growth as individuals, to learn about their peers, and to understand how we have an impact on our community. This class is largely based on group discussion and relies upon critical thinking as the best tool for exploring the complex issues that make up an adolescent's world. At the foundation of this course, exploring one’s values highlights each student’s unique experience and individual contribution to this class and the larger school community. Because the content of Mind, Body, Voice is rooted in exploring and solidifying each individual student's values, identity, and development, much of the curriculum is responsive to the students’ concerns and issues. Creating a Safe Space •Reconnecting with peers •Examine how the passage of time can affect relationships •Explore what it means to have a respectful and supportive conversation •Use active listening •Identify the nuances of verbal and nonverbal communication •Engage in difficult conversations and interactions in a productive way •Use critical thinking to identify personal needs •Explore how to get needs met •Identify the needs of a group •Create awareness around the needs of others that might differ from one’s own

Relationships •Explore nuances of making friends and dating •Examine the evolving relationships youth have with their parents •Explore how the dynamics of certain relationships in one’s life might affect other relationships •Examine what factors contribute to healthy and unhealthy relationships •Assess how relationships of all sorts ebb and flow over time Decision Making •Explore thought processes of decision making •Examine what factors contribute to decision making for self and others •Assess different levels of decision making •Asses what peer pressure is, where it is experienced, how it happens, and why it exists •Explore ways to manage peer pressure •Explore the ramifications of peer pressure •Understand what consent is •Explore a variety of ways consent can be expressed •Practice saying “no” when it is challenging Sexuality •Define abstinence and intercourse •Understand what intimacy is •Explore when one is ready to to be intimate •Understand masturbation •Explore myths and facts around intimacy and masturbation •Understand different intimate behaviors and their implications •Examine stigma around sexual behavior, specifically related to gender norms •Discuss birth control and contraception options •Explore a variety of impacts, consequences, and outcomes of

pregnancy on physical, social, and emotional levels •Understand transmission, impact, and treatment of sexually transmitted infections •Explore resources for treatment and prevention Sexually Aggressive Behaviors •Explore the variety of forms of sexual harassment •Understand one’s rights around sexual harassment •Education on what to do if sexual harassment occurs •Explore what rape is •Understand protective behaviors to minimize risk •Education on resources for those who experience rape and other sexually aggressive behaviors Alcohol and Drugs •Education on marijuana and alcohol •Understand the effects of alcohol and marijuana on the teen brain •Education on substance use disorders and addiction •Exploration of the myriad of ways addiction can present itself •Education on resources for those who experience substance use disorders and additions •Understanding of the legal rights and ramifications connected with alcohol consumption and substance use for minors Teen Social Life •Asses myths and realities of teen social life •Evaluate how peer pressure impacts social life and engagements •Strategize around the variety of dynamics of parties •Evaluate refusal skills •Strategize around dealing with challenging friendships and situations •Examine how to support friends without losing one’s self

Mental Health •Understand what mental health is •Explore and debunk myths about mental health and those who experience mental health disorders •Discuss resources available to support mental health •Explore how a variety of mental health conditions present themselves •Understand suicidality; what it might feel like and what it might look like in self or others •Education on how to respond to suicidality Transitioning to High School •Share excitement and concerns around being in a few place •Explore the dynamics of fitting in •Examine fears and excitement around experiencing high school •Revisit values and examination of how they might change over time •Reinforce of value priorities •Set intention for a fresh start Assessment •Daily starter •Reflection book •Class participation and engagement •Exit tickets Activities •Pair share •Stop and jot •Partner dialogue activities •Small group discussion •Large group discussion •Videos •Articles •Games •Identity panel

PHYSICAL EDUCATION The goals and objectives of the LWGMS Physical Education program are to help develop strong, self-confident, well-balanced young women. Students participate in a variety of physical education activities in order to provide them with a well-rounded experience. Each student takes three terms of Physical Education each year. Martial Arts The Martial Arts program is taught by experienced instructors from Quantum Martial Arts. Throughout their martial arts training, girls are required to express their strength through a “kihap” or “spirit yell” when they perform their forms and techniques – a literal exercise in strengthening their voices. Students perform techniques alone, in partner drills, and with targets. Students are encouraged to explore and discuss body mechanics as they learn. The girls regularly engage in discussions regarding the tenets of courtesy, integrity, perseverance, self-control and indomitable spirit. Each term culminates in a “test” where students perform what they have learned and advance to the next rank. These tests are not linked to technical proficiency, but rather are a celebration of the strengths gained by each individual. Health and Fitness The LWGMS Health and Fitness class, taught by experienced fitness instructors Mary Elder and Annie Barrett, focus on the four components of fitness: cardiovascular endurance, muscular strength, muscular endurance, and flexibility. Discussion around each component of fitness and instruction on specific exercises are incorporated throughout each class. Fitness assessments are conducted for each student at the beginning of the term and individual fitness goals are established. Dance Movement Dance Movement, taught by Heather Harris P’12, ’15, and Austin Sexton, will give the girls an opportunity to explore various dance styles, learn and participate in choreography, learn holistic stretches and warm-ups, all the while enjoying movement and music. Dance class will consist of Holistic Stretches, improv, and group choreography. We will use a variety of world music as well as explore many different styles of dance. Yoga and Body Image Yoga and Body Image, taught by Mary McGough, is a gentle class to develop a connection to the physical and energetic body while cultivating strength, balance, and relaxation. By focusing on yoga fundamentals, including the asana sequence and meditation, the girls will work to develop body awareness, learn basic postures, focus on proper alignment, and practice coordinating the breath and movements gracefully together.

PERFORMING ARTS Through the Performing Arts program at LWGMS, students build strong voices, strong minds, and strong bodies. Through literary and historical analysis and interpretation and memorization of the script and songs, students develop strong minds; by learning to perform with strong voices, students develop confidence; and finally, through learning to use physical movements and dance to express emotion and meaning, students develop strong bodies. The Performing Arts program also provides opportunities for students to practice teamwork and leadership skills. As members of a cast and crew, the students must learn to work together and be responsible on both an individual level as well as for the entire group. In addition to performing as actors and musicians, students take on leadership roles in stage

management, lighting, sound, set design, assisting the director, and choreographing musical numbers. Each year’s production is an event that relies on teamwork and peer support for success; consequently, with every show the girls learn to work cohesively and collaboratively. The process of creating a show is filled with opportunities for social and emotional learning and the personal growth that results from meeting challenges and taking appropriate risks. It is an all-school, cross-curricular lesson that involves every member of the student body. The progression of the program from sixth grade to eighth grade reflects the idea that as girls become more confident in their performance skills, the role size and responsibility increases. In the Fall and Winter all school musical productions, sixth graders generally have smaller roles and seventh graders have larger roles and leads; every sixth and seventh grader has a speaking role. Eighth graders work as the crew and perform as musicians and as members of the ensemble. During the Spring term, seventh graders may apply to work as the stage crew for the eighth grade play. The eighth grade play reflects a culminating event for the drama program in that every girl has a larger role, takes more creative control, and has more responsibility in this production.

ENRICHMENT The Enrichment program’s goal and objectives are to provide students with skills and opportunities beyond the regular academic program, in keeping with the school’s philosophy of teaching the “whole girl.” The design of the Enrichment program reflects the belief that students should be well-rounded and have opportunities to engage in activities that address multiple learning styles. Additionally, the Enrichment program is designed to give students opportunities to explore their individual interests and cultivate appropriate risk-taking. The Enrichment classes are generally project-based, and they therefore allow students to create a product to publish, perform, or display at the end of the term. LWGMS values the arts, and many of the Enrichment classes incorporate the arts, both visual and performing. The Enrichment program gives students opportunities to work in groups, to work on project or performance based assignments, and to work on subject matter that relates to real-world experiences. As with any class at LWGMS, diversity of perspectives and materials is incorporated into the design of the class. The content design of each course takes into consideration multiple and diverse perspectives on its subject. STEAM Guitar Engineering Electric Guitars are cool, come in lots of designs, and anyone can rock out on them! How about building one? In this class, students will do just that! Using blueprints to construct their own electric guitars – including wiring the circuits to plug into an amp – students will walk away (rock away!) with their own guitar and amplifier! This class involves both muscle and mind to shape a guitar from wood blocks and to precisely connect the components. No prior guitar skills necessary. Cardboard Challenge In this class, students will see cardboard in a whole new way! Celebrate creativity and put imagination to life using this most versatile of recycled materials. Students will create their own cardboard arcade games by sharing ideas and concepts with their classmates and collaborating to help one another realize a vision. It will be fun, messy, and cardboard-y! Anatomy in Clay Participating students will learn basic skeletal and muscular anatomy with an emphasis on functional anatomy (movement) and the mechanisms of common athletic injuries. Each student will have her own skeletal model for the term and will sculpt musculature around the shoulder, the knee, and the ankle. Hands on lab work will let students see the human body in a whole new way!

Music: Ukulele, Keyboarding, and Voice Students will gain skill in music through learning basic keyboard skills, voice lessons, and ukulele lessons. Each student in this enrichment class will be assigned her own ukulele to use for the term. This class is taught off campus at Meter Music, just a few blocks from LWGMS on Union Street. In addition to learning basic music theory, students will learn to read music and find notes on string instruments, keyboards, and their voice. Each term of music class will culminate in a performance. Humanities: Poetry as Performance Students in the Poetry as Performance elective will serve as poetry ambassadors and hosts at the annual Festival of Lights (Poetry Night). In building up to Festival of Lights, students will immerse themselves in reading and writing poetry through the study of poetic tools and poetry writing. Students will play theater and word games, learn new methods to inspire their writing, and study mentor texts. Ultimately, they will apply their methods and learning to create the introductory performance for Festival of Lights! Girl Studies: Media & Music; Media & Art What does it mean to be a girl in 2015? Discover the many answers to this question through the lenses of music and media, and media and art. Students will explore the notion of girlhood by taking a close look at lyrics from popular musicians and write some empowering songs of our own, and tackle advertising; what does it say about the modern girl? They’ll also examine the world of television: what messages are communicated about girls through the shows we watch?, and art; how has art impacted how we define a girl? Both terms will culminate in creative projects that will address topics students’ are most passionate about from this course. Drama: Alice in Wonderland; The Wizard of Oz; Eighth Grade One-Act Festival In Drama classes at LWGMS, students collaborate with others while they learn the vocabulary of theater and the process involved in what it takes to put on a complete show in a working theater. The Drama Program at LWGMS is a three year curriculum that focuses on theatrical skills, ensemble building, script analysis, and artistic discipline. In the Fall and Winter Terms, sixth and seventh graders perform in a large musical, while eighth graders serve as crew members and production team, who are responsible for set design and building, costume design and construction, stage management, lighting and sound design and tech. Sixth graders participate as part of a large ensemble, singing and dancing in groups and performing a few lines, and seventh graders participate in larger roles and take on leadership in the production process. In the Spring Term, eighth graders perform in their own theatrical production, with a few seventh graders serving as the crew and production team. The eighth grade class collaborates to design the concept and performs in the show, which serves as a culmination of their three year drama curriculum. Art & Design: Art Across Mediums: People and Animals; Art Across Mediums: Architecture and Landscape; Art Across Mediums: Text and Icons The Art Across Mediums electives investigate a variety of art making genres such as paint, drawing, sculpture, ceramics, and photography, and use these genres to explore a particular theme – people and animals, architecture and landscape, and text and icons. Students will use these different media to create works of art featuring portraits, figure, and animals both real and imagined; buildings small and large in our neighborhood and beyond, and a variety of outdoor landscapes familiar and foreign to the Northwest; and icons, logos, fonts, calligraphy, and various graphic design pillars. In all terms, students will study famous artists, art appreciation and history, as well as techniques.

SERVICE LEARNING Service Learning is an integral and rewarding part of the LWGMS experience. The goal of the Service Learning program is for students to recognize their own abilities to improve their communities and nurture a sense of responsibility and pride as students take action to improve their local and global communities. Each student takes part in a grade-level service project, every year. These projects focus on our local community. The sixth grade class is linked to our neighbor, Centerstone. At Centerstone, students volunteer in the food bank to sort food and work on the food line, as well as participating in ground maintenance. As part of the Rites of Passage curriculum, seventh graders take part in a wide variety of service projects including a two day city exploration focused on the needs of Seattle residents and our annual St. Clouds Cooking Project. The eighth grade stays connected to our neighborhood and larger Central District community. Additionally, all students participate in an off campus experience during their "FLEx Week," as a means of extending the academic curriculum and as a way to facilitate connections for the students. In addition to these grade level service projects, we encourage our students to participate in two all school service opportunities. For the 2015/2016 school year, LWGMS continues to foster relationships with the St. Cloud’s Cooking for the Homeless program, Centerstone (formerly the Central Area Motivation Project), Angeline's Center for Homeless Women, and Bailey Gatzert Elementary. Past service learning projects include: reading with students from Bailey Gatzert Elementary, Water 1st International’s Carry 5 Walk for Water, Washington Low Income Housing Alliance’s Housing and Homelessness Advocacy Day, YWCA’s Thanksgiving Basket Drive, United Nations Foundation’s GirlUp Rally, Susan G. Komen Race for the Cure, Juvenile Diabetes Research Foundation’s Beat the Bridge, American Cancer Society’s Relay for Life, Country Doctor Community Health Center’s Spa Day Drive for domestic violence shelters, and fundraising for the Maasai Girls Education Fund