1617 Curriculum Guide – 7/8 Grades by Lake Washington Girls Middle School

2016/2017

Seventh and Eighth Grades

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 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 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 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, covering topics such as early civilizations, Ancient Greece and origins of democracy, world religions, and rites of passage. The seventh graders look closely at different cultures’ rites of passage as they develop, design, and implement their own ritual, a culminating event in the spring. Throughout the year, students have vocabulary based on the literature assignments and historical content. Academic writing skills are emphasized, and grammatical and mechanical skills are reinforced in all units. Active reading skills are utilized in all texts as students annotate and

compose reading notes. Students develop confident voices informally in Socratic seminar style discussions, and oral presentations skills are highlighted 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 •Why study the past? •What makes a civilization? •What makes a person a hero? •How do heroes face challenges? •What makes a good leader? •What is power for? •What is justice? •How do we explain what we don’t understand? •What does faith do? •What does war do? •What does it mean to grow up? •How do people come to know themselves? •How is history made and told? •What gets left out of history? •Whose story gets to be told? Content •Literary texts: Burial at Thebes, Battle of the Frogs and Mice, The God

Beneath the Sea, Night, Whale Rider, Snow Falling in Spring •History texts: History Alive! The Ancient World, The New York Times Upfront Magazine, Scholastic Holocaust Reader •Early hominids •Early civilizations •Ancient Sumer and Mesopotamia •Geography of Mesopotamia •The Epic of Gilgamesh •The Hero Cycle •The rise of democracy in Ancient Greece •Greek mythology •Geography of Ancient Greece •World Religions: Judaism, Buddhism, Hinduism, Christianity, Islam •Geography of the Middle East •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

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 & 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 •Annotations Reading notes Claim and evidence writing •Socratic seminar discussions •Quizzes •Unit tests •Vocabulary quizzes •Geography quizzes •Literary essays •Projects and presentations •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. 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 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. In the spring, students identify a social justice topic that holds particular meaning for them, and they work collaboratively in triads to perform the spoken word pieces they write in a digital storytelling format. Essential Questions •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 do writers engage their readers? •How do writers take ownership of the writing process? •How can writing communities create brave spaces? Standards Student demonstrates command of key craft techniques. •Demonstrates proficiency with sixth grade craft standards •Crafts narrative leads and endings •Genre Study: Personal essay •Genre Study: Spoken word poetry Student uses precise language and organizes ideas in a clear and coherent way. •Employs necessary and relevant details, effectively differentiating between necessary and 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. •Demonstrates proficiency with sixth grade grammar standards •Maintains pronoun agreement •Writes with correct pronoun case and order •Uses appositives accurately •Recognizes and corrects comma splices •Maintains subject-verb agreement •Employs consistent verb tense •Writes with concision (eliminating redundancies from writing) •Understand the function of parts of speech: nouns, pronouns, verbs (helping, linking, action), prepositions •Can differentiate between active and passive voice; can convert one form to the other when necessary •Understands the roles played by linking, action, and auxiliary verbs Student demonstrates command of key mechanical skills. •Demonstrates proficiency with sixth grade mechanics standards •Employs commas in direct address •Employs commas with appositives •Employs commas after subordinate phrases and clauses (AAAWWUBBIS+) •Uses semicolons to correct a comma splice 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 •Evaluates strengths and growth areas as a writer

•Writes to a word count Content •Using a writer’s notebook •Writing process •Writer’s craft •Conventions of writing: grammar and mechanics •Genre study: Personal Essay •DigiSLAM: Spoken word poetry collaborations Formal Assessment •Writer’s notebook •GEMs (short published pieces) •In-class writing assignments •Grammar and mechanics quizzes •Published personal essay •DigiSLAM final project

SCIENCE Seventh grade science focuses on the human body as well as supporting students to use science as a means to better understand and ignite change in their communities. Throughout the year, we reflect on the following questions: “What is ‘natural’?” and “How can I keep my body working efficiently?” to guide our understanding of how various body systems interact. 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 and allergic responses. 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. Essential Questions •What happens if we don't drink water? •Should rules around blood doping only relate to the health of the athlete? •Why is asthma so prevalent in poor, urban communities? •Are some people more likely to have allergies than others? •How do we use science and math to better understand public health issues in our community? •How do scientists effectively communicate research findings to others? •How do scientists collaborate with others to solve complex problems? •What is worse for our brains: stress, lack of sleep, marijuana, or alcohol? •How does your DNA influence your identity? •Why do animals have sex? •Is there a right way to be healthy? Content •Organ systems •Homeostasis •Circulatory system •Cardiovascular system •Respiratory system •Social and economic determinants of health •Asthma •Immune system •Public health •Scientific research process •Nervous system •Stress •Genetics •Heredity •DNA •Endocrine system •Reproductive system •Puberty •Pregnancy •Medical anthropology

Standards Data analysis •Collects and organizes data by creating data tables. •Creates a graph from a data set. •Broadly describes general trends in data tables and graphs. •Describes relationships between dependent and independent variables using data tables and graphs. •Uses data to support an argument or explanation. •Uses appropriate mathematical tools to analyze data. Scientific process •Asks testable questions •Identifies what is known and unknown about phenomena •Identifies variables in an investigation •Evaluates an investigation's ability to answer a question being tested. •Identifies how the investigation answers the question being tested. Explains thinking •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 and explains reasoning. Develops and interprets models •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. Evaluates scientific information •Summarizes and synthesizes scientific texts and media. •Finds and identifies multiple valid sources of scientific information. •Understands the difference between causation and correlation.

Assessment •In-class and online discussions •Class presentations •Unit reflections •Lab reports •Quizzes •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

PRE-ALGEBRA 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, 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 •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Reasons, communicates, and argues abstractly and quantitatively •Computes slope of a line given two points •Analyzes proportional relationships and use them to solve real-world and mathematical problems •Applies and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers •Uses properties of operations to generate equivalent expressions and solves numerical and algebraic expressions and equations •Knows and applies the properties of integers and exponents to generate equivalent numerical expressions

•Describes 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 •Uses random sampling to draw inferences about a population 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 Assessment •Daily homework and class assignments •Monthly COW solutions •Quiz and test scores

ways. In addition, she is well prepared for high-school level math. 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 •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? •What patterns can I find in arithmetic and how can I extend those patterns using mathematical symbols and vocabulary? •How is thinking algebraically different from thinking arithmetically? •How do I use algebraic expressions to analyze and solve problems? •How do graphs of functions help me understand the function itself? •What is meant by equality? •How can I use what I know about factoring integers to help me simplify rational expressions?

•What real-world applications can I solve using rational expressions? •What real-world applications can I model using functions (linear, absolute value, exponential, and quadratic)? Standards •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Reasons, communicates, and argues abstractly and quantitatively •Accurately finds slopes and rates of change •Models and solves exponential functions and absolute value functions •Works with integer and exponents •Computes polynomials accurately and fluently to solve problems •Understands the relationship between zeros and factors of polynomials •Creates equations that describe numbers or relationships •Solves equations and inequalities in one variable •Solves systems of equations •Represents and solve equations and inequalities graphically •Defines, evaluatse, and compares functions 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 •Quiz and test scores

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 present-tense grammatical skills. Students engage in a cultural unit considering the relationships between language, culture, race, and power, focusing particularly on select case studies of language discrimination in the United States. Instruction includes discussion, guided practice, partner and group activity, songs, games, skits, and projects to vary practice and learning experiences. 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. Students continue to use the textbook Avancemos 1 by Holt McDougal, in hardcover and online. Essential Questions •What should one do in their head when trying to learn a language? •What can one do to improve

fluency and accuracy? •Why don’t we have to translate everything? How are different languages structured? (How is Spanish grammar different from English grammar?) •How does one figure out meaning when words are not understood? •How does one communicate complex thoughts in simple language? •How are language and culture linked? Does language shape or reflect culture? •How can one explore and describe cultures without stereotyping? •How does language impact power and privilege in contemporary movements and society? •What role does risk-taking play in language learning? Standards •Demonstrates mastery of unitspecific vocabulary and accurately applies it to oral and written contexts •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 noun-adjective agreement and possessive adjectives •Identifies, conjugates, and uses present tense stem-changing verbs •Interprets and employs direct object pronouns •Engages fluidly 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

Content •Bilingualism and the U.S. •Nonverbal communication •Review of sixth grade content •Gustar with nouns •Present tense conjugation of -er and -ir verbs •Meals and food •Interrogatives •Possessive adjectives •Comparatives •Family members •Dates •Numbers from 200 to 1,000,000 •Stem-changing verbs, e  ie •Direct object pronouns •Clothing •Shopping •Stem-changing verbs, e  i and o  ue •Places and events •Getting around town •In a restaurant •Sociolinguistics and linguistic relativity •Case studies of language injustice •Code-switching •Activist poetry analysis Assessment •Daily informal assessments •Quizzes and tests •Class participation and instructional activities •Projects and presentations

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 who are undeterred by failure. It is designed not only to 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 •Design Thinking •Application of math and science curriculum •Woodworking •Coding •Building with recycled materials •Human biology •Force and momentum •Kinetic movement •Microcontrollers 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 seventh grade, students focus on understanding their values, learning about puberty, and developing their understanding of identity and self. Essential Questions •What are values and where do they come from? •How do my values impact who I am and what I want? •What is puberty? •How can puberty impact my life? •What is body image? •How is my body image impacted by the world around me? •How does the media impact my body image? •How does my identity impact others and the world around me? •How am I impacted by other’s identity? Content •Define values •Personal values exploration •How values change •Values empathy

•Family values •The impact of values •Brain development •Emotional self-care •Physical self-care •Physical development •Menstruation •Personal hygiene •Emotional tools •Body hair •Body image •Puberty’s impact on self •Body image •Media messaging •Explore how media affects body image •Media analysis •Social media •Impact of media messaging •Impact of body image •Articulate identity of self •Define identity •Fixed and fluid identities •Vocabulary •Collective and community identity •Culture •Ethnicity •Race •Age •Socioeconomic status •Sexual orientation •Gender •Religion •Ability •Stereotypes •Gender roles •Gender expression •Defying stereotypes •Intersectionality •External impacts on personal identity •Social constructs Standards •Learning behaviors Assessment •Reflection notebook •Class participation and engagement •Exit tickets

HUMANITIES The eighth grade Humanities class uses literature and texts to study Civics, Washington State history, and United States history with an emphasis on Civics and the history of social justice movements. In the Walls to Bridges program, students engage in monthly workshops around larger social issues and how to be agents of change. In addition to creating and implementing a direct action campaign, all eighth graders participate in the LWGMS Social Justice Film Festival. In Civics, students focus on government structure, civic participation, crime and punishment, the Constitution; 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. In second semester, students will study geography and movement as part of Washington State and United

States history. Topics will include movement of people, urban development, labor movements, women’s rights, immigration, Japanese Internment, and civil rights. The curriculum culminates in a Constitutional Mock Trial project. 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. As students gain practice in the mechanics and process of writing in Writing Workshop, eighth grade Humanities reinforces and applies those skills to analytic writing. Essential Questions •How does the past influence the future? •What is justice? •What is power? •How is power gained, used, and justified? •What historical events have

shaped American culture? •Who benefits from being an American? •How do conflicts shape history and society? Content •Literary texts: Just Mercy, The Absolutely True Diary of a Part Time Indian, Passing, To Kill a Mockingbird, Japanese Internment book: When the Emperor Was Divine, Nisei Daughter, Farewell to Manzanar, or In Defense of Our Neighbors •Geography of Washington State •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 •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 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 & 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 •Reading comprehension quizzes •Quizzes •Unit tests •Vocabulary quizzes •Geography quizzes •Literary and thesis-driven essays •Timed writing •Projects and presentations

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, including spoken word 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 •How do rules of language affect communication? •How do writers convey meaning? •How do writers engage their readers? •Why write poetry? •How do writers take ownership of the writing process? •How do writers use authors as mentors? •How is the reading and writing of memoir a transformative or political act? •How does writing help us learn from our past? •How does audience and purpose inform different kinds of writing? Standards Student demonstrates command of key craft techniques. •Demonstrates proficiency with sixth and seventh grade craft standards •Writes narrative memoir according to its genre characteristics •Writes spoken word poetry according to its genre characteristics •Writes a graduation speech according to its genre characteristics •Writes to prompts Student uses precise language and organizes ideas in a clear and coherent way. •Employs necessary and relevant details, effectively differentiating between necessary and 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.• •Demonstrates proficiency with sixth and seventh grade grammar standards •Distinguishes between commonly confused words •Writes with sentence variety in length and structure •Varies sentence beginnings, employing different verbals (participles, gerunds, infinitives) •Employs parallel construction Student demonstrates command of key mechanical skills. •Demonstrates proficiency with sixth and seventh grade mechanics standards •Uses commas with nonrestrictive elements (parentheticals) •Uses commas with coordinate adjectives •Uses commas after introductory words, phrases, and clauses •Uses colons and semicolons accurately •Semicolon use •Uses dashes and hyphens accurately 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 •Evaluates strengths and growth areas as a writer •Gives and receives both constructive and complimentary feedback •Writes to a word count Content •Using a writer’s notebook

•Writing process •Writer’s craft •Conventions of writing: grammar and mechanics •Genre study: Narrative memoir •Genre study: Spoken word poetry Prompted writing •Magazine submissions: The Sun and YES! Magazines •Graduation speeches •Comma Sense unit Formal Assessment •Writer’s notebook •In-class writing assignments •Magazine submissions •Grammar and mechanics quizzes •Published memoir •Published poetry •Final graduation speech

PHYSICAL SCIENCE Eighth grade science focuses on developing confident and courageous scientists as well as forces, energy, and properties of matter. Throughout the year, students reflect on the following questions: •Why should we recognize and analyze multiple points of view? •How does science influence society and how does society influence science? •How does an object's shape and structure determine its properties and functions? Students examine their own stereotypes of who does STEM and why, as well as to explore and share the stories of underrepresented STEM professionals. 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. Students explore the role of simple machines in the context of prosthetic limb design. They learn about the

atomic and molecular interactions that explain the properties of matter that we experience in our daily lives. Students also investigate how chemistry can better help us understand the impacts of climate change on our environment. Essential Questions •What factors impact who does science and how can we include more perspectives? •What is in an expert’s mental toolbox? •Can a tissue box kill you in a car crash? •Can you make an efficient prosthetic limb without simple machines? •To what extent does a hydroelectric dam create “clean” electricity? •How do scientists communicate invisible phenomena? •Why does water expand when it freezes but salt expands when it melts into a liquid? •How does burning fossil fuels affect the shells and skeletons of sea life? Standards Data analysis •Collects and organizes data by creating data tables. •Creates a graph from a data set. •Broadly describes general trends in data tables and graphs. •Describes relationships between dependent and independent variables using data tables and graphs. •Uses data to support an argument or explanation. •Uses appropriate mathematical tools to analyze data. •Evaluates the quality of a data set to answer a question. Scientific process •Asks testable questions •Identifies what is known and unknown about phenomena •Identifies variables in an investigation •Evaluates an investigation's ability to answer a question being tested.

•Identifies how the investigation answers the question being tested. •Designs a procedure to test relationships between two variables. Explains thinking •Makes a claim and supports it with appropriate evidence and accurate 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 and explains reasoning in detail. Develops and interprets models •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. Evaluates scientific information •Summarizes and synthesizes scientific texts and media. •Finds and identifies multiple valid sources of scientific information. •Identifies bias in a source. •Identifies if a relationship is causative or correlative. 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 Assessment •In-class and online discussions •Class presentations •Unit reflections •Lab reports •Quizzes

ALGEBRA 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. In addition, she is well prepared for high-school level math. 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 •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? •What patterns can I find in arithmetic and how can I extend those patterns using mathematical symbols and vocabulary? •How is thinking algebraically different from thinking arithmetically? •How do I use algebraic expressions to analyze and solve problems? •How do graphs of functions help me understand the function itself? •What is meant by equality? •How can I use what I know about factoring integers to help me simplify rational expressions? •What real-world applications can I solve using rational expressions? •What real-world applications can I model using functions (linear, absolute value, exponential, and quadratic)? Standards •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Reasons, communicates, and argues abstractly and quantitatively •Accurately finds slopes and rates of change •Models and solves exponential functions and absolute value functions •Works with integer and exponents •Computes polynomials accurately and fluently to solve problems •Understands the relationship between zeros and factors of polynomials •Creates equations that describe numbers or relationships •Solves equations and inequalities in one variable

•Solves systems of equations •Represents and solve equations and inequalities graphically •Defines, evaluatse, and compares functions 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 •Quiz and test scores

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 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. 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 effective problem solvers tackle a problem, maintain awareness of their own practice, and know what do they 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? •Why do we differentiate between figures, lengths, and angles? •How are geometric shapes and objects classified? •How is reasoning best applied to prove statements about geometric relationships? •How will I use the information about parallel and perpendicular lines to identify angles, and solve for unknown angle measurements? •How can I use my understanding of triangles, angles, and lines to prove for congruence? •How can I use what I 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 can I identify line symmetry and rotational symmetry? •How can I use my understanding of circles and angles to find arc measures and lengths of segments. •How do geometric models describe spatial relationships? •How will I integrate my understanding of measurement and geometric probability? Standards •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Reasons, communicates, and argues abstractly and quantitatively •Uses postulates and diagrams •Understands and applies properties •Applies and explains transformations and explains in the plane •Proves geometric theorems in two columns •Identifies points, lines, segments, and congruents •Understands similarity in terms of similarity transformations •Defines trigonometric ratios and solves problems involving right triangles •Applies trigonometry to general triangles •Understands and applies theorems about circles •Finds arc lengths and areas of sectors of circles •Transforms figures using vectors and matrices •Uses coordinates to prove simple geometric theorems algebraically •Explains volume formulas and uses them to solve problems 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. Formal Assessment •Daily homework and class assignments •Monthly COW solutions •Quiz and test scores

SPANISH In eighth grade, Spanish class focuses on developing oral communication proficiency of students. This is accomplished by moving towards an immersion-style classroom. Class is predominantly conducted in Spanish; students are expected to use Spanish when communicating with the teacher and each other. Students continue to expand their vocabulary in thematic units and learn new grammatical structures in both the present and preterite tenses. Through a social justice-centered cultural unit, students deepen their exploration of Spanish-speaking cultures and communities and current issues facing Latino communities in the U.S. 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 ten minutes using strategies and suggestions explored in class. Assessments vary and include daily participation and instructional activities, unit quizzes and tests, and thematic projects. Essential Questions •What should one do in her head when trying to learn a language? •How can one express herself when ideas or thoughts are more complex than skills? •What can one do to improve my fluency and accuracy? •How do native speakers differ, if at all, from fluent foreigners? How can a Spanish language learner sound more like a native speaker? •How can cultural awareness enhance language learning and vice versa? •How is multilingualism in the U.S. changing and what are the impacts of this change? •Does language create or reflect culture? How? •What role does risk-taking play in language learning? Standards •Demonstrates mastery of unitspecific vocabulary and accurately applies it to oral and written contexts •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, like saber, conocer, and -car, -gar, -zar verbs

•Utilizes various parts of speech, such as the personal a •Distinguishes between and demonstrates understanding of the differing uses of similar verbs, such and ser v. estar and saber v. conocer •Uses the affirmative tú command accurately •Identifies, conjugates, and uses a variety of regular preterite tense verbs •Identifies, conjugates, and uses a variety of irregular preterite tense verbs •Demonstrates understanding of and ability to apply reflexive verbs •Demonstrates understanding of and ability to apply the present progressive •Interprets and employs indirect object pronouns •Engages fluidly 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 Content •Changing impact of immigration and bilingualism on our society •Review of seventh grade content •Ser v. estar •Ordinal numbers •Describing a house •Household items •Furniture •More irregular verbs •Affirmative tú commands •Planning a party •Chores •Jugar •Ser v. conocer •Personal a

•Sports •Preterite tense of -ar verbs •Preterite tense of -car, -gar, -zar verbs •Staying healthy •Parts of the body •Preterite tense of -er and -ir verbs •Affirmative and negative words •Sending emails •Talking about when events occur •Preterite tense of ir, ser, and hacer •Pronouns after prepositions •Making a phone call •Places of interest •Reflexive verbs •Present progressive •Daily routines •Vacation plans •Indirect object pronouns •Demonstrative adjectives •Vacation and leisure activities 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

with others? Content •Design Thinking •Application of math and science curriculum •Woodworking •Coding •Building with recycled materials •Simple machines •Area and volume •Chemistry •Aerospace science 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 eighth grade, the students focus on exploration of understanding social dynamics, sexuality, and growing up. Essential Questions •What are values and where do they come from? •How do my values impact who I am and what I want? •What is puberty? •How can puberty impact my life? •What is body image? •How is my body image impacted by the world around me? •How does the media impact my body image? •How does my identity impact others and the world around me? •How am I impacted by other’s identity? Content •Define values •Personal values exploration •How values change •Values empathy •Family values

•The impact of values •Brain development •Emotional self-care •Physical self-care •Physical development •Menstruation •Personal hygiene •Emotional tools •Body hair •Body image •Puberty’s impact on self •Body image •Media messaging •Explore how media affects body image •Media analysis •Social media •Impact of media messaging •Impact of body image

•Articulate identity of self •Define identity •Fixed and fluid identities •Vocabulary •Collective and community identity •Culture •Ethnicity •Race •Age •Socioeconomic status •Sexual orientation •Gender •Religion •Ability •Stereotypes •Gender roles •Gender expression •Defying stereotypes •Intersectionality

•External impacts on personal identity •Social constructs Standards •Learning behaviors Assessment •Reflection notebook •Class participation and engagement •Exit tickets

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.