2016/2017
6th Grade
OUR MISSION Lake Washington Girls Middle School empowers girls to be strong in mind, body, and voice. 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 student’s educational success and essential partners in the school’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 students’ 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 student. In a safe and supportive environment that challenges each student 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 student 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, and Latin American history, culture, and issues. 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
Humanities | Meets 4 periods per week Presentation | Meets 1 period per week Writing Workshop | Meets 2 periods per week Spanish | Meets 2 per week Math | Meets 4 periods per week Science | Meets 3 periods per week STEAM | Meets 2 periods per week Visual Arts | Meets 1 period per week Fuel for Thought (FFT) | Meets 2 periods per week Mind, Body, Voice (MBV) | Meets 1 period per week Elective | Meets 2 periods per week PE | Meets 2 periods per week
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 •How does the past influence the future? •What causes change? •What roles can individuals play in changing public policy? •Why might there be different accounts of the past? •Whose voices are heard and whose are silenced? •What is an ideal society? •How does where we live influence how we live? •How does immigration create and change communities? Content •Literary texts: Claudette Colvin: Twice Towards Justice, Animal Farm, The Circuit •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 •Narrative arc (setting, plot, conflict, rising and falling action, resolution) •Multicultural poetry •Latin American nations •Latino Americans •Literary essay Standards Reading Comprehension: •Reads and demonstrates comprehension of literature (including stories, dramas, poems) and history/social studies text at grade level. •Analyzes historical events and analysis: Compares, contrasts, and evaluates historical events, analysis, and perspective. •Determines an author's point of view or purpose in a text and explains how it is conveyed in the text. •Uses context clues to determine or clarify the meaning of unknown words and phrases. •Compares and contrasts literary elements or historical themes. •Analyzes the impact of specific literary devices and word choice (including allusion, personification,
cadence, symbolism, et al.) on meaning and tone. •Determines a theme or central idea and tracks its development over the course of a text; provides an objective summary of the text. Historical Thinking and Analysis: •Compares, contrasts, and evaluates historical events, analysis, and perspective. •Determines the central ideas or information of a primary or secondary historical source; provides an accurate summary of the source distinct from prior knowledge or opinions. •Utilizes multiple and varied sources to demonstrate and communicate understanding. Geography: •Reads a map and demonstrates geographical knowledge, including locations of states, countries, and/or regions. •Analyzes the relationships between people, culture, location and place. Writing: •Uses the writing process to develop and strengthen writing by generating ideas, drafting, revising, editing, and publishing, focusing on how well purpose and audience have been addressed. •Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •Demonstrates grade level command of standard English grammar and usage when writing or speaking. •Writes arguments to support claims with clear reasons and relevant evidence. •Acquires and uses accurately grade-appropriate vocabulary. •Demonstrates grade level command of standard English
capitalization, punctuation, and spelling when writing. •Selects effective textual evidence to support and prove claims/thesis. Presentation: •Presents ideas using multimedia components and visual displays with focus and coherence. •Analyzes and presents information using data such as charts, graphs, and timelines. •Presents claims and findings emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples. •Adapts speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation. •Integrates visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. •Includes various components (e.g. graphics, images, music, sound) in presentations to clarify information. •Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others. Learning Behaviors: •Arrives on time with all materials. •Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Turns assignments in on time. Assessment •Daily assignments •Tests & quizzes •Projects & presentations •Long-term writing assignments •Essay •Reading comprehension quizzes
•Vocabulary quizzes •Geography quizzes Activities •Spelling and vocabulary quizzes •Journal writing •Poetry writing •Social justice personal essay •Inspiration speech •Path to equality map •Civil rights timeline group project •Protest posters •Animal Farm monologues •Research assignment •Stories of arrival project and presentation •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. Students will use writing to discover more about themselves and communicate those understandings clearly and creatively to others. 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? •How do rules of language affect communication? •How is writing an act of discovery? •How do writers take risks in their writing? •How do writers convey meaning? •How can writing create community? •How do writers engage their readers? •Why are mistakes an essential part
of the writing process? Standards Student demonstrates command of key craft techniques. •Writes with a so what (meaning that is conveyed with thoughts and feelings that give a reader a clear idea of why the topic matters) •Employs narrative focus •Uses IADD (writing narratives with a balance of inner thinking, action, description, and dialogue) •Uses “show-don’t-tell” (writing that shows readers what is happening instead of explicitly telling them, using IADD and sensory details) •Blends narrative and expository techniques in idea-based writing Student uses precise language and organizes ideas in a clear and coherent way. •Differentiates between necessary and unnecessary details (and eliminates unnecessary ones) •Writes with precision (eliminating diminishers, intensifiers, and vague words, e.g. “really,” “so,” “kind of,” “good,” etc.) and accuracy, choosing words that convey their intended meaning •Organizes ideas in a coherent way Student demonstrates command of key grammar and usage skills and concepts. •Identifies subjects and predicates in simple sentences •Differentiates between sentence fragments, run-on sentences, and complete sentences •Corrects sentence fragments, fused sentences, and comma splices •Identifies and crafts compound sentences with coordinating conjunctions •Identifies and crafts complex sentences with introductory clauses •Differentiates between dependent and independent clauses •Uses select homophones accurately •Uses consistent verb tense (past,
present, and future) Student demonstrates command of key mechanical skills. •Uses commas in a series (including the serial comma) •Uses commas with coordinating conjunctions in compound sentences •Uses commas after introductory clauses (AAAWWUBBIS) •Employs capitalization rules accurately with proper nouns, titles, and in dialogue •Punctuates and formats dialogue with speech tags, using commas, quotation marks, and internal punctuation accurately. •Paragraphs narrative and idea-based writing accurately, especially with dialogue •Uses apostrophes to show possession and contraction Student demonstrates command of key writing process strategies. •Writes with volume (elaboration strategies) •Writes with variety (different topics) •Employs generating strategies (how to find ideas) •Employs multiple revision strategies •Employs multiple editing and proofreading strategies •Gives and receives both constructive and complimentary feedback •Writes to a word count Content •Using a Writer's Notebook •Conventions of writing: grammar and mechanics •Writer’s craft •Writing process Assessment •Writer's notebook •GEMs (short published pieces) •In-class writing assignments •Grammar and mechanics quizzes (skill checks) •Grammar posters
SCIENCE Sixth grade science will focus on life and earth science. Students will explore the nature of science and discover mental tools scientist use as the students begin to develop their own scientific identities. The first semester, students will focus on making observations and asking questions about the world around them. We will do this through exploration of the ecosystems around LWGMS. To provide a foundational understanding of organisms and Fornatural systems, we will explore cell theory and how the parts of a cell function and interact with one another. In the second semester, we will continue our exploration of ecosystems by looking at food webs and the relationships among the living and nonliving components of a system. We will then investigate topics related to evolution and adaptation, and climate change. Using these topics students will practice communicating science information to various audiences. The year will end with an in-depth case study of the Elwha river ecosystem and the removal two hydroelectric dams. Essential Questions •What is the nature of science? •What is in a scientist's mental toolbox? •How do scientists study something they can't directly observe? •How do we use science to be better participants in an ecosystem? •How do scientists effectively explain how a tiny Douglas Fir seed becomes a tree over 200 feet tall? •What would happen if there were no more salmon in Puget Sound? •What is scientific debate versus opinion? •How does the environment direct the types of species we find in the Cascades?
•What solutions and adaptations can humans develop to address global climate change? •Can environmental damage done by humans be undone? •How do we use science to be better participants in an ecosystem? Content •Naturalist skills and their role in science •Migratory birds and their habitats •Cell theory •Cell function and structure •Photosynthesis •Plant structures •Ecosystems •Biotic and abiotic factors •Energy flow and food chains •Classification •Evolution •Organism and population adaptation •The carbon cycle •Climate change •Humans and geography Standards •Collects and organizes data by creating data tables. •Creates a graph from a data set. •Broadly describes general trends in data tables and graphs. •Asks questions. •Identifies what is known and unknown about a phenomena. •Makes a claim and supports it with evidence and reasoning. •Makes an inference based on observations and includes an explanation of reasoning. •Makes a prediction based on scientific laws and theories. •Formulates a hypothesis that predicts an outcome. •Creates pictures and diagrams to explain abstract thoughts and phenomena. •Creates pictures and diagrams to show connections among parts of a system. •Interprets diagrams that explain
abstract thoughts and phenomena. •Summarizes scientific texts and media. •Identifies multiple valid sources of scientific information. •Asks for help. •Engages during groupwork and discussion. •Completes assignments on time. •Communicates like a scientist. •Takes the risks to try and fail. •Accurately understands scientific ideas. Assessment •In-class discussions •Class presentations •Unit reflections •Lab reports •Science notebooks •Quizzes and tests
MATH The focus for this sixth grade class is on developing problem solving practices, supporting use of structures and patterns, and ensuring that students have strong mental calculation skills. To accomplish our goals, the girls will... •be introduced to new concepts through lectures and demonstrations; •participate in large and small group discussions to support and challenge one another; •work in small groups to investigate solutions; •play games and solve puzzles to explore and reinforce mathematical concepts; •write notes, descriptions, definitions, and sample solutions and keep these together in their journal; •explain and justify their problem-solving techniques in written Challenge of the Week solutions; •evaluate their progress and learning
practices; •create artwork that implements mathematical concepts; and •conduct an inquiry-based statistical study and explain procedures to the entire class and, on occasion, to the entire school. The sixth grade class uses the Prentice-Hall Middle School Mathematics, Course 1 textbook, supplemented with the Eureka math program and portions of other texts and handouts. We also use the Problem of the Week library provided through the NCTM Math Forum project of Drexel University. Throughout the school year, we will review calculating with fractions, decimals, ratios and proportions, and percentages. We’ll focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, STEAM, and science often. Essential Questions •How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what to do when they get stuck? •How do I know and describe when a result is reasonable? •What are the patterns (in problems we tackle and in information we collect) and how are they useful? •In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? •When and why do we estimate? •What makes a reasonable estimate? •How does explaining my process and justifying my reasoning help me to understand a problem’s solution better? •How does comparing quantities and describing the relationship between them help us make predictions and decisions? •How are the rules for fractions and
decimals the same or different from those for whole numbers? •How does thinking algebraically grow from thinking arithmetically and answer new kinds of questions? •How does what we measure influence how we measure? •How can predictions be made based on data? Standards •Reasons, communicates, and argues abstractly and quantitatively. •Looks for and makes use of patterns and structure. •Attends to precision in problem solving and personal organization. •Makes sense of problems and perseveres in solving them. •Applies and extends previous understandings of arithmetic to algebraic expressions, and solves one-variable equations and inequalities. •Computes fluently with multi-digit numbers and finds common factors and multiples. •Applies and extends previous understandings of multiplication and division to divide fractions by fractions, especially as it relates to decimals, percents, and proportions. •Solves real-world and mathematical problems involving area, surface area, and volume. •Understands ratio concepts and uses ratio reasoning to solve problems. •Applies and extends previous understandings of numbers to the system of rational numbers. •Develops understanding of statistical variability and distributions. Content •Building fluency with computation, written and mental •Extending computational understanding to decimals and fractions •Estimating and comparing quantities
•Understanding patterns in sequences •Practicing problem-solving plans and techniques •Working with prime numbers, divisibility, and factors and multiples •Writing, interpreting, and solving expressions and equations •Understanding ratio concepts •Develop an understanding of statistics •Investigating data and using graphs •Using Geometry vocabulary •Measuring quantities and shapes to investigate geometric figures •Determining probability and fairness Assessment •Daily homework and class assignments •Monthly COW solutions •Quiz and test scores •Projects PRE-ALGEBRA 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, STEAM, and science often. Essential Questions •How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what to do when they get stuck? •How do I know and describe when a result is reasonable? •What are the patterns (in problems we tackle and in information we collect) and how are they useful? •In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? •How can I use numbers to describe the world around me? •How do I compare and communicate number relationships? •How is thinking algebraically different from thinking arithmetically? •How are an equation and its graph related? •How are formulas helpful in describing shapes? •What is the Pythagorean Theorem? •What can we learn about distance and area using right triangles? Standards •Make sense of problems and perseveres in solving them •Attend to precision in problem solving and personal organization •Reason, communicate, and argue abstractly and quantitatively •Computes slope of a line given two points •Analyze proportional relationships and use them to solve real-world and mathematical problems •Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers •Use properties of operations to generate equivalent expressions and
solve numerical and algebraic expressions and equations •Know and apply the properties of integers and exponents to generate equivalent numerical expressions •Describe geometrical figures and solve real world applications •Uses variables to represent quantities in a real-world or mathematical problem, and constructs simple equations and inequalities to solve problems •Use random sampling to draw inferences about a population
SPANISH The focus for sixth grade Spanish is to foster an appreciation for the relevance of the Spanish language in students’ lives and communities, to develop an understanding of the diversity, experience, and issues within the Spanish-speaking world, and to establish a foundation with the vocabulary and grammar of the language.
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
Instruction includes discussion, guided practice, partner and group activity, songs, games, skits, and projects to vary practice and learning experiences, using the textbook Avancemos 1 by Holt McDougal as a supplemental resource. (The textbook is in hardcover as well as online. Students will be able to access their online book by signing into classzone.com.) Students have a nightly homework assignment of practicing for 5-10 minutes, using strategies and suggestions explored in class. Assessments vary and include daily participation and instructional activities, unit quizzes and tests, and thematic projects.
Standards •Demonstrates mastery of unitspecific vocabulary and accurately applies it to oral and written contexts •Uses basic conversation questions and responses in speech and writing •Identifies, conjugates, and uses a variety of -ar, -er, and -ir present tense verbs •Identifies, conjugates, and uses a variety of irregular present tense verbs, such as ser, tener, estar, and ir •Utilizes various parts of speech, such as definite and indefinite articles and noun-adjective agreement •Fluidly engages in conversations with accurate pronunciation and responds to information presented in a novel manner •Produces clear and coherent writing in which the grammar, vocabulary, and mechanics are correct •Investigates, considers, and reflects on the practices, experiences, perspectives, and/or issues of Spanish-speaking communities and cultures •Actively engages in class activities
Essential Questions •Why learn another language? •What are language patterns and how can they help one learn and use a new language? •Why don’t we have to translate everything? How are different languages structured? How is Spanish grammar different from English grammar? •What strategies and resources help one learn another language? •How does one figure out meaning when words are not understood? •How can one help an audience understand her? •How are language and culture
Content •Nonverbal communication •Benefits of bilingualism •Difference between grammar and vocabulary (in language learning) •Alphabet •Numbers 1-15 •Introductions •Days of the week •Weather •Classroom phrases •Subject pronouns •Ser •Gustar with infinitives •After-school activities •Snack foods •Definite and indefinite articles
Assessment •Daily homework and class assignments •Monthly COW solutions •Quiz and test scores
linked? Does language shape or reflect culture? •What role does risk-taking play in language learning?
•Noun-adjective agreement •Physical and personality descriptors •Tener •Present tense conjugation of -ar verbs •Classes •Telling time •Numbers 16-100 •Estar •Ir •Classes •Places in a school •Prepositions •Feelings Assessment •Daily informal assessments •Quizzes and tests •Class participation and instructional activities •Projects and presentations
VISUAL ART Recognizing that art cannot be separated from the study of history, language, culture, and other academic disciplines, a comprehensive approach will be used throughout all of art classes. This will encompass not only artistic technique and the production of original works of art, but also art history and the criticism of art. Students will be exposed to a diverse selection of artists and develop a vocabulary to discuss and critically examine works of art. Furthermore, students will 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 can we use art to communicate?
•Why and how do artists apply the elements of art and principles of design in works of art? •What can we learn by analyzing and understanding art? •How do artists use materials and technique to convey their message? •How can we work together to improve our artistic process? Content •Elements of art •Principles of design •Art History •Drawing and shading •Basic metalsmithing •Watercolor techniques •3D sculpture •Clay techniques •Paper collage •Color Theory •Chalk pastel •Printmaking •Abstraction •Acrylic techniques •Assemblage •Portraiture •Reductive printmaking •Acrylic techniques •3D sculpture •Graphic arts •Photography Standards •Student gives and receives informed feedback and incorporates criticism into their art process •Student follows directions, models excellent citizenship and actively participates in class. •Student considers and actively discusses styles and movements of relevant artists. •Student safely and effectively uses art materials and tools. •Student accurately uses art elements and principles of design to create original works of art. Assessment •Quizzes
•Products •Adherence to learning behaviors •Perseverance when faced with adversity •Application of feedback STEAM In each grade, L-Dub students 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 seeks to produce creative problem-solvers that are undeterred by failure and 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 •Why is failure a good thing? •What does it mean to think creatively? •How can I create solutions using knowledge and tools I already have? •What do I learn by collaborating with others? Content •Content •Design Thinking •Application of math and science curriculum •Woodworking
•Coding •Building with recycled materials •Ratio and proportion •Botany Standards •Students draw upon and attend to precision in the utilization of engineering, math and science concepts •Students actively participate in all creative challenges, contribute positively to the class environment, and embrace failure as a learning opportunity. •Students critique their own reasoning and the reasoning of others, and strive to provide, receive and apply feedback that is relevant and meaningful. •Students use appropriate tools and materials in a strategic manner, and strive to reach a high level of craft. •Students use both creative and analytic skills to make sense of problems and persevere in solving them. Assessment •Quizzes •Products •Adherence to learning behaviors •Perseverance when faced with adversity •Collaboration
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. In sixth grade, students focus on understanding basic relationship skills, communication tools, and begin to explore identity.
•Fixed and fluid identities •Vocabulary •Collective and community identity •Culture •Ethnicity •Race •Age •Socioeconomic status •Sexual orientation •Gender •Religion •Ability •Stereotypes
Essential Questions •Why is community important? •What is good communication? •How can I use communication tools to benefit myself and others? •What makes a good friendship? •How can I be a good friend? •What makes a person who they are?
Standards •Learning behaviors
Content •Practice communication •Critical thinking •Identification of personal needs •Identify group needs •Create awareness •Explore of community •Respectful and supportive conversation •Active listening •Verbal communication •Tone •“I” statements •Nonverbal communication •Body language •Difficult conversations •Respectful disagreement •Empathy •Assertive communication •Healthy vs.unhealthy friendships •Ebb and flow of friendship •Personal deal makers and breakers •Bullying •Implications of bullying •Being a bystander •Allyship •Define identity
Assessment •Reflection notebook •Class participation and engagement •Exit tickets
FUEL FOR THOUGHT Fuel for Thought is a course designed to help students understand themselves as learners and community members. 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. At LWGMS we value self-awareness and social-emotional learning as 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 development. The curriculum is responsive and dictated in large part by the needs of the class as identified
by their teachers. Due to this some of the units may not be covered in sixth grade. Essential Questions •What is a successful learner? •What factors impact learning? •What makes a successful system? •What is Mindfulness? •How does practicing mindfulness impact me as a student and community member? •Can any goal be achieved? •What does Mindset have to do with learning? •Is “failing” at something equate to lack of accomplishment? •How does understanding brain development impact how you approach learning? •When do you learn executive skills? •What is involved in “attention”? •Does paying attention always look the same? •Can you control your ability to attend? •Why do we pay attention to some things and not others? •Are all study strategies the same? •Are “learning styles” real? •How do stressors impact learning? •Why do teachers make you do group work? •How does compassion, selfregulation, empathy, relate to learning? Content •LWGMS systems (general and class specific) •Using a planner organizing materials and content planning and prioritization of assignments and activities •Interpreting feedback •Self-advocacy mindfulness theory mindfulness practice (breath, sound, body, and heartfulness) •Goal setting fixed mindset and growth mindset personal learning and mindsets
•Basic brain anatomy and function •Learning and the Brain •Executive function and learning “attention” and the brain •Reading for understanding •Test prep •Test taking •Note-taking •Group dynamics •Diversity in learning •Empathy and compassion in learning
STANDARDS BASED GRADING LWGMS is committed to standards-based grading as a professional practice and grading system. We want to improve student achievement for all students in every classroom every day; and research supports standards-based grading as a basis of communication that will help students learn more effectively through better feedback. In a standards-based grading system, teachers report what students know and are able to do in relation to the standards and learning goals. Standards-based grading measures the mastery of learning objectives, or how well the student understands the material in class. It is based on a specific set of standards that students need to meet for each grade/content level. A standards-based approach allows parents and students to understand more clearly what is expected of students and how to help them be successful. The purpose of standards-based grading is to raise student achievement by clearly communicating students’ progress towards learning outcomes in a timely, accurate, fair, and specific manner. SBG accurately communicates student achievement to students, parents, and educators. The influence of work habits on student learning is reported separately from the academics.
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 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 The Performing Arts program at LWGMS, students take high-stakes risks together as they 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. 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. 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.
Essential Questions •How does one harness the energy of stage fright? •What personal benefits accrue from participation in theater? •How does teamwork contribute to a successful production? •How does trust increase creativity? •How can theater reflect and impact social justice? •How can one communicate ideas, thoughts, and feelings through performance? Standards Vocabulary: Uses the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood, design, production values, technical rehearsal, dress rehearsal, run-through, and upstage, to describe theatrical experiences Improvisation: Uses improvisation in rehearsal to discover character and motivation
Voice: Uses voice to convey character (emotions, feelings, tactics, state of mind) by varying pace, pitch, and tone; by adding pauses and emphasis; and by using breath control Body: Uses movement to convey character through effective use of facial expression, body language, gestures, stage positions, blocking, and business Theater Skills: Demonstrates mastery of basic theatre skills such as memorization, projection, diction, and audience awareness Problem solving: Rehearses, adjusts, and refines character through evaluation, reflection, problem solving, and incorporating feedback from peers and instructor Mind: Uses script analysis to understand character by identifying given circumstances, conflict, objective/intention, obstacles, tactics, relationships to other characters, theme
Collaboration: Demonstrates artistic discipline to achieve an ensemble in rehearsal and performance Content 6/7 Fall Musical: The Phantom Tollbooth 6/7 Winter Musical: James and the Giant Peach 8 Play: Eighth Grade One Act Festival Assessments •Off-book read through •Vocabulary of the theater quiz •Script quiz •Character analysis •Script annotations Improv/theater games
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 Magical Masks This class will explore multiple mask- making techniques and styles. Students will have the opportunity to make many different masks out of many different mediums. Materials explored will include plaster, cardboard, duct tape, and clay. Get ready to create some fantastic characters! Wood Shop: This elective offering will allow students to explore the vast world of wood-working. Students will learn to use some of the exciting tools we have available in the STEAM studio, and will be able to create multiple projects out of wood and other recycled materials. Let’s build something together! Mighty Machines Ever wonder how things work? Interested in making your own contraptions and creations? This elective class will explore the fantastic world of machines. This project-based class will allow students to explore multiple simple machines such as Rube Goldberg machines, cardboard mechanicals, and even Marble Runs! Get ready to tinker! ART & DESIGN Art Across Mediums Fall: Flora, Fauna, and Figures This class investigates a variety of art making genres such as paint, drawing, sculpture, ceramics, and photography and uses these genres to explore a particular theme. We will also study famous artists, art appreciation and history as well as important techniques. This term’s theme is flora, fauna, and figures. We will use these different media to create works of art featuring portraits/figure, flowers/plants, and animals, both real and imagined. Art Across Mediums Spring: Structures, Spaces, and Design This class investigates a variety of art making genres such as paint, drawing, sculpture, ceramics, and photography and uses these genres to explore a particular theme. We will also study famous artists, art appreciation and history as well as important techniques. This term’s theme is structures, spaces, and design. We will use these different media to create works of art featuring buildings (local, distant, and imagined), indoor/outdoor spaces, and structures of all kinds with special attention paid to elements of design. MUSIC Ukulele and Voice Students will go to our neighborhood music school (Meter Music on Union Street) and learn to read music and play the ukulele, as well as select new and classic songs to sing. Every girl in this class will get her own ukulele (to keep for the term) for at-home practicing and playing. Many girls get hooked on strumming and singing and end up purchasing their own instrument at the end of the term. There are lots of opportunities for performing both at Meter and here at L-Dub. No prior music experience necessary.
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, girls will immerse themselves in reading and writing poetry, discovering new poets and experimenting with poetic devices. Students will scavenge, eavesdrop, and create exquisite corpses; they will draw inspiration from poets and individual poems, riddling and “po-jacking” for fun. Ultimately, they will apply their methods and learning to create the introductory performance for Festival of Lights. Girl Studies: Media & Music What does it mean to be a girl today? Discover the many answers to this question through the lenses of music and media. First we will explore the notion of girlhood by taking a close look at lyrics from popular musicians and write some empowering songs of our own. Next, we’ll tackle advertising; what does it say about the modern girl? The course will culminate in a creative project that will address your favorite topic from this course. Girl Studies: Media & Art What does it mean to be a girl today? Discover the many answers to this question through the lenses of media and art. First we will look at the world of television: what messages are communicated about girls through the shows we watch? Next, we’ll explore art; how has art impacted how we define a girl? The course will culminate in a creative project that will address your favorite topic from this course. SPANISH Fiesta Latina: Art & Performance Latino culture is rich and dynamic! In this class students will have the opportunity to explore different aspects of this culture through the arts. Projects and activities may include: writing and producing a telenovela, learning about and making folk art, exploring latin music, and dance and food fun. DRAMA The Phantom Tollbooth; James and the Giant Peach; 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.
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 2016/2017 school year, LWGMS continues to foster relationships with the St. Cloud’s Cooking for the Homeless program, Centerstone, 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. MINDFULNESS At LWGMS we focus on social and emotional learning (SEL) and mindfulness – two separate processes that work great when taught and learned together. One works from the outside-in, and the other works from the inside-out. When the two come together in the mind of a girl, the effect is powerful: Self awareness: Students’ self-awareness deepens when enhanced by the mindfulness practices of focusing attention and self-compassion. Self management: Mindfulness increases students’ emotion regulation skills, which enhances their ability to resolve conflict more creatively. Social awareness: Mindfulness increases students’ empathy by helping them to regulate their emotions rather than get emotionally overwhelmed when faced with a difficult situation. Relationship skills: Mindfulness increases compassion. Decision-making: Mindfulness increases cognitive flexibility and creativity, which gives students a wider range of responses to challenging situations.