1718 Curriculum Guide by Lake Washington Girls Middle School

2017/2018

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 understand and have a say in what and how they learn. Families and the community are valuable assets to the curriculum. We all can learn from each other. Social and emotional learning should be part of a middle school education. Effective collaboration and communication are necessary skills. A diverse school community is essential to learning. A girls-only learning environment during the middle school years allows girls to develop their intellects and individuality. Diversity Statement At LWGMS, we honor and support the unique contributions to our society made by people of all ethnic, economic, religious, racial backgrounds, physical ability, learning styles and sexual orientation. We strive to promote inclusiveness in all school areas, including school programs, community activities and recruitment of students, faculty, staff and trustees. We are actively committed to increasing diversity in our school community to reflect the region in which we live.

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

HUMANITIES This course integrates Language Arts and Social Studies and offers students a chance to see the connections among history, literature, art, and culture. Additionally, the course covers skills in writing, oral presentations, study techniques, and research assignments. Sixth grade Humanities principally focuses on how individuals and groups affect the greater community and the world. Topics covered include the Civil Rights Movement, ideal societies and rights of the individual, immigration, and American cultural diversity. Academic writing skills are emphasized through literary essays in each unit. Grammatical and mechanical skills are reinforced through all academic writing assignments. Students read a selection of novels, short stories, narrative nonfiction, and poetry. Vocabulary instruction focuses on Latin and Greek roots and parsing words for comprehension. Students self-generate spelling lists based on

commonly misspelled words. Students practice geography skills by identifying and learning select regions of the world. Students deliver many oral presentations, both formal and informal, and partner with classmates on group projects and activities. Essential Questions •How does the past influence the future? •What causes change? •What roles can individuals have 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 Toward Justice, Animal Farm, The Breadwinner, How the Garcia Girls Lost Their Accents •Latin and Greek vocabulary •U.S. Civil Rights movement – introduction

•U.S. unsung heroes •U.S. states and capitals •Universal Declaration of Human Rights •Narrative arc (setting, plot, conflict, rising and falling action, resolution) •Poetry •Migration and Immigration •Thesis-driven essay Standards Reading Comprehension: •Reads and demonstrates comprehension of literature (including stories, dramas, poems) and history/social studies text at grade level. •Determines an author's point of view or purpose in a text and explains how it is conveyed in the text. •Determines a theme or central idea and tracks its development over the course of a text •Provides an objective summary of the text. •Uses context clues to determine or clarify the meaning of unknown words and phrases. •Identifies and analyzes literary elements and devices.

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. •Utilizes multiple and varied sources to demonstrate and communicate understanding. •Analyzes information using data such as charts, graphs, and timelines. 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 •Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •Develops and writes an effective claim. •Supports claim with effective textual evidence. •Connects claim with evidence using organized reasoning. •Demonstrates grade level command of standard English grammar when writing or speaking •Acquires and uses accurately grade-appropriate vocabulary. •Demonstrates grade level command of standard English capitalization, punctuation, and spelling when writing. Presentation: •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. •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 and audio elements to communicate information. Learning Behaviors: •Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Arrives on time with all materials. •Turns assignments in on time. •Completes assignments according to instructions. •Follows instructions during class. Assessment •Daily assignments •Projects •Presentations •Long-term writing assignments •Essays •Unit tests •Reading comprehension quizzes •Spelling quizzes •Vocabulary quizzes •Geography map quizzes

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 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? Content •Using a Writer's Notebook •Conventions of writing: grammar and mechanics •Writer’s craft •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 Learning Behaviors •Student arrives on time with all materials. •Student works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Student turns assignments in on time. •Student completes assignments according to instructions. •Student follows instructions during class. Formal Assessment •Writer's notebook •GEMs (short published pieces) •In-class timed 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 natural 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 human interactions with the Duwamish River ecosystem. Essential Questions •How are we scientists? •How do scientists study something they can't directly observe? •How do we use science to be better participants in an ecosystem? •How does a tiny Douglas Fir seed becomes a tree over 200 feet tall? •What are the impacts of the farmed Atlantic Salmon in the 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 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 •Human impact and geography Standards Scientific modeling •Creates pictures and diagrams to predict or explain phenomena or unobservable systems •Accurately interprets pictures and diagrams that explain phenomena Data analysis •Analyzes and interprets data to determine similarities and differences in findings •Creates and explains a graph from a data set to identify relationships in the data •Analyzes and provides appropriate data as evidence to explain a phenomena •Uses appropriate mathematical tools to analyze data and make scientific conclusions Planning investigations •Plans an investigation by identifying independent and dependent variables and controls as well as creating organized data tables •Identifies and evaluates an investigation's ability to answer the question being tested Constructing explanations •Applies scientific ideas to create an explanation for real-world phenomena •Makes an inference or prediction based on observations and scientific ideas supported by thorough reasoning Scientific argumentation •Develops and writes effective oral and written claims

•Supports claim with effective scientific evidence •Connects claim with evidence using accurate and thorough reasoning Scientific literacy •Summarizes and synthesizes scientific texts and media •Finds and evaluates multiple valid sources of scientific texts and media for bias, accuracy, and credibility Understands content •Demonstrates understanding of content from habitats and bird migration unit •Demonstrates understanding of content from photosynthesis and plant cycles unit •Demonstrates understanding of content from animals and plant cells unit •Demonstrates understanding of content from ecosystems unit •Demonstrates understanding of content from evolution and adaptation unit •Demonstrates understanding of content from climate change unit •Demonstrates understanding of content from human and ecosystems interactions unit Learning behaviors •Participates in class and group activities •Follows directions •Takes the risks to try and fail •Presents professional work •Arrives on time with all materials Assessment •In-class discussions •Class presentations •Unit reflections •Self-assessments •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, students 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 use the Problem of the Week library provided through the NCTM Math Forum project of Drexel University for our challenge problems and the IXL and Khan Academy websites to support skill building. We will also be piloting selected units of the Open Up Resources middle school curriculum. 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? •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? Content •Building fluency with computation, written and mental •Extending computational understanding to decimals and fractions •Estimating and comparing quantities •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 •Developing an understanding of statistics •Investigating data and using graphs •Using Geometry vocabulary •Measuring quantities and shapes to investigate geometric figures •Determining probability and fairness Standards •Reasons, communicates, and argues abstractly and quantitatively. •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 previousunderstandings of numbers to the system of rational numbers. •Develops understanding of statistical variability and distributions. Assessment •Daily homework and class assignments •Exit tickets •Monthly COW solutions •Chapter tests and subject area quizzes •Projects

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? •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? 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 Standards •Reasons, communicates, and argues abstractly and quantitatively •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Computes slope of a line given two points •Analyzes proportional relationships and use them to solve real-world and mathematical problems •Applies and extends 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 solves real world applications •Uses variables to represent quantities in a real-world or mathematical problems, and constructs simple equations and inequalities to solve problems •Uses random sampling to draw inferences about a population Formal Assessment •Daily homework and class assignments •Monthly COW solutions •Chapter tests and subject area quizzes

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. 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. Essential Questions •Why learn another language? •Why is learning another language challenging? •What strategies and resources help me learn another language? •What resources do I have to communicate and comprehend ideas and information? •How is Spanish grammar similar to and different from English grammar? •What role does risk-taking play in language learning? •What does the Spanish-speaking world look like? What similarities and differences exist within this world? Content •Nonverbal communication •Benefits of multilingualism •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 •Noun-adjective agreement •Physical and personality descriptors •Tener •Present tense conjugation of -ar verbs •Classes •Telling time •Numbers 16-100 •Estar Standards •Demonstrates mastery of unit-specific vocabulary by applying

them correctly both orally and in writing •Demonstrates a mastery of subject pronouns by articulating their meaning and relationship to verb conjugation and applying them correctly in speech and writing •Conjugates and applies the verb ser •Understands and applies the verb gustar to express likes and dislikes •Identifies and employs definite and indefinite articles •Applies noun-adjective agreement in speech and writing •Asks and tells time orally and in writing •Conjugates present tense “-ar” verbs and understands how and when to do so in written work and conversation •Conjugates and applies the verb tener •Understands and applies basic classroom commands and expressions in Spanish •Demonstrates mastery of class content by engaging in simple conversation using accurate pronunciation •Constructs sentences and questions orally and in writing following Spanish syntax •Produces clear, coherent, and organized writing in which vocabulary, grammar, and mechanics are correct •Investigates and reflects on the practices, experiences, perspectives, and/or issues of Spanish-speaking communities and cultures Learning behaviors •Arrives on time with all materials •Completes assignments thoroughly and on time •Asks relevant questions and actively seeks resources to support and expand learning •Contributes to classroom discussions and activities in a consistent and productive manner

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 •3D sculpture •Basic metalsmithing •Watercolor techniques •Printmaking •Clay techniques •Paper collage •Color Theory •Chalk pastel •Assemblage •Abstraction •Acrylic techniques •Portraiture •Acrylic techniques •Graphic arts •Photography Standards •Craft: Student effectively uses art materials and tools and implements best practices in order to demonstrate a high level of craft. •Feedback: Student seeks out, considers, and applies feedback from peers and instructors where applicable. •Learning Behavior: Student follows directions, completes assignments on time, and contributes positively to the class environment. •Production: Student accurately uses art elements, principles of design, and art history concepts 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 •Circuits •Building with recycled materials •Ratio and proportion •Botany

Standards •Design: Engages in the design cycle to construct, evaluate, and/or implement a solution that meets specific criteria and constraints. •Perseverance: Embraces failure, takes risks, and approaches all challenges in a solutions-oriented manner, overcoming obstacles with perseverance. •Collaboration: Seeks out, considers, and applies feedback from peers and instructors. Successfully works with others in a variety of ways to accomplish a common goal. •Craft: Presents professional work and implements best practices in order to demonstrate a high level of craft. •Application: Applies scientific ideas and mathematical principles to design, construct, and test an object tool, process or system. •Learning Behaviors: Follows directions, completes assignments on time, and contributes positively to the class environment.

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.

Assessment •Quizzes •Products •Adherence to learning behaviors •Perseverance when faced with adversity •Collaboration •Self-assessment

Content •Ethnicity •Race •Age •Socioeconomic status •Sexual orientation •Gender •Religion •Ability •Stereotypes •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

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?

•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 •Fixed and fluid identities •Vocabulary •Collective and community identity •Culture Standards •Learning behaviors 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, self-regulation, 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

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 foundations of world history and literature, covering topics such as early civilizations, Ancient Greece and origins of democracy, world religions, rites of passage, and feminism. 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 term. 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 •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? •What does faith do? •What does war do? •What does it mean to grow up? •How does gender matter? •What is feminism? Who is feminism for? Content •Literary texts: Burial at Thebes, The God Beneath the Sea, Maus I: A Survivor’s Tale, Whale Rider, We Should All Be Feminists •History texts: History Alive! The Ancient World, Scholastic Holocaust Reader •Early civilizations

•Ancient Sumer and Mesopotamia •Geography of Mesopotamia •The Hero Cycle •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 & poems •LWGMS ROP trip •Feminism Standards Reading Comprehension: •Reads and demonstrates comprehension of literature (including stories, dramas, poems) and history/social studies text at grade level. •Determines an author's point of view or purpose in a text and explains how it is conveyed in the text. •Determines a theme or central idea and tracks its development

over the course of a text •Provides an objective summary of the text. •Uses context clues to determine or clarify the meaning of unknown words and phrases. •Identifies and analyzes literary elements and devices. 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. •Utilizes multiple and varied sources to demonstrate and communicate understanding. •Analyzes information using data such as charts, graphs, and timelines. 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 •Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •Develops and writes an effective claim. •Supports claim with effective textual evidence. •Connects claim with evidence using organized reasoning. •Demonstrates grade level command of standard English grammar when writing or speaking •Acquires and uses accurately grade-appropriate vocabulary. •Demonstrates grade level

command of standard English capitalization, punctuation, and spelling when writing. Presentation: •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. •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 and audio elements to communicate information. Learning Behaviors: •Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Arrives on time with all materials. •Turns assignments in on time. •Completes assignments according to instructions. •Follows instructions during class. Assessment •Annotations Reading notes Claim and evidence writing •Socratic seminar discussions •Reading comprehension quizzes •Unit tests •Vocabulary quizzes •Geography quizzes •Literary essays •Projects and presentations •ROP presentation •ROP speech •Feminism oral history project

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 addition, students gain practice writing to prompts by submitting to YES! Magazine’s writing competitions. 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? Content •Using a writer’s notebook •Writing process •Writer’s craft

•Conventions of writing: grammar and mechanics •Genre study: Personal Essay •YES! Magazine writing competition Standards Student demonstrates command of key craft techniques. •Demonstrates proficiency with sixth grade craft standards •Crafts narrative leads and endings •Genre Study: Personal essay •Writing to a prompt 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 Learning Behaviors •Student arrives on time with all materials. •Student works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Student turns assignments in on time. •Student completes assignments according to instructions. •Student follows instructions during class. Formal Assessment •Writer’s notebook •GEMs (short published pieces) •In-class writing assignments •Grammar and mechanics quizzes •Published personal essay

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? •How can we keep our brains healthy and productive? •How can Henrietta Lacks’ cells still be alive even though she passed away in 1951? •What does breathing have to do with how our muscles work? •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? •How does your DNA influence your identity? •Why do animals have sex? •Is there a right way to be healthy? Content •Organ systems •Homeostasis •Cell cycle •Circulatory system •Cardiovascular system •Respiratory system •Immune system •Public health •Scientific research process •Nervous system •Stress •Genetics •Heredity •Endocrine system •Reproductive system •Puberty •Pregnancy •Medical anthropology Standards Scientific modeling •Creates pictures and diagrams to predict or explain phenomena or unobservable systems •Accurately interprets pictures and diagrams that explain phenomena Data analysis •Analyzes and interprets data to determine similarities and differences in findings •Creates and explains a graph from a data set to identify relationships in the data •Analyzes and provides appropriate data as evidence to explain a phenomena •Uses appropriate mathematical tools to analyze data and make scientific conclusions Planning investigations •Plans an investigation by identifying independent and dependent variables and controls as well as creating

organized data tables •Identifies and evaluates an investigation's ability to answer the question being tested Constructing explanations •Applies scientific ideas to create an explanation for real-world phenomena •Makes an inference or prediction based on observations and scientific ideas supported by thorough reasoning Scientific argumentation •Develops and writes effective oral and written claims •Supports claim with effective scientific evidence •Connects claim with evidence using accurate and thorough reasoning Scientific literacy •Summarizes and synthesizes scientific texts and media •Finds and evaluates multiple valid sources of scientific texts and media for bias, accuracy, and credibility Understands content •Demonstrates understanding of the functions and relationships among the main body systems and their parts •Demonstrates understanding of the parts and functions of the brain and nervous system •Demonstrates understanding of the parts and functions of the respiratory, muscular, and circulatory systems •Demonstrates understanding of pathogens, the parts and functions of the immune system, and the immune and inflammatory responses •Demonstrates understanding of the parts and functions of the human reproductive system •Demonstrates understanding of DNA, genes, chromosomes, genotypes, phenotypes, and patterns of inheritance •Demonstrates understanding of the parts and functions of a human cell and the cell cycle

Learning behaviors •Participates in class and group activities •Follows directions •Takes the risks to try and fail •Presents professional work •Arrives on time with all materials Assessment •In-class and online discussions •Class presentations and debates •Unit reflections •Lab reports •Quizzes •Self-assessments •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

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? •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? 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 Standards •Reasons, communicates, and argues abstractly and quantitatively •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Computes slope of a line given two points •Analyzes proportional relationships and use them to solve real-world and mathematical problems •Applies and extends 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 solves real world applications •Uses variables to represent quantities in a real-world or mathematical problems, and constructs simple equations and inequalities to solve problems •Uses random sampling to draw inferences about a population Formal Assessment •Daily homework and class assignments •Monthly COW solutions •Chapter tests and subject area 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)? 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 Standards •Reasons, communicates, and argues abstractly and quantitatively. •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Accurately finds slopes and rates of change •Models and solves exponential functions and absolute value functions •Works with integers 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 solves equations and inequalities graphically •Defines, evaluates, and compares functions Assessment •Daily homework and class assignments •Monthly COW solutions •Chapter tests and subject area quizzes

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 comprehensive cultural unit considering the relationships between language, culture, race, and power, focusing on select case studies in the United States of language as activism, language as resistance, and language justice. 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 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 is multilingualism? What are the benefits of being multilingual? •What should I do in my head when trying to learn a language? What strategies and resources help me learn another language? •What can I do to improve fluency and accuracy? •How are Spanish and English structured differently? •How can I communicate and interpret complex thoughts in simple language? •What role does risk-taking play in language learning? •How can I maintain and operate in a “communication first” environment? •How are language and culture linked? •How does language intersect with power and privilege? Content •Multilingualism and the U.S. •Nonverbal communication •Review of 6th grade content •Gustar with nouns •Present tense conjugation of -er and -ir verbs •Meals and food •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 •Code-switching •Activist poetry analysis Standards •Successfully demonstrates mastery and retention of 6th grade concepts and vocabulary •Demonstrates mastery of unitspecific vocabulary by applying them correctly both orally and in writing •Conjugates present tense “-ar” verbs and understands how and when to do so in written work and conversation •Conjugates and applies the verb tener •Conjugates and applies the verb estar •Conjugates and applies the verb ir •Uses the verb gustar with nouns to express likes and dislikes •Conjugates present tense “-er” and "-ir" verbs and understands how and when to do so in written work and conversation •Uses de and possessive adjectives to communicate possession •Uses comparatives to compare and contrast •Recognizes and conjugates stem changing verbs (e  ie, e  i, o  ue) •Accurately uses direct object pronouns •Understands and applies basic classroom commands and expressions in Spanish •Demonstrates mastery of class content by engaging in simple conversation using accurate pronunciation •Engages in conversations with complete thoughts and accurate pronunciation; responds to information presented in a novel manner •Constructs sentences and questions orally and in writing following Spanish syntax •Produces clear, coherent, and

organized writing in which vocabulary, grammar, and mechanics are correct •Explores and reflects on the practices, experiences, perspectives, and/or issues of Spanish-speaking communities and cultures •Reflects on the relationships between language, culture, power, and privilege •Demonstrates an understanding of the individual and societal benefits of multilingualism Learning behaviors •Arrives on time with all materials •Completes assignments thoroughly and on time •Asks relevant questions and actively seeks resources to support and expand learning •Contributes to classroom discussions and activities in a consistent and productive manner Assessment •Daily informal assessments •Quizzes and tests •Class participation and instructional activities •Projects and presentations

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.

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?

Assessment •Quizzes •Products •Adherence to learning behaviors •Perseverance when faced with adversity •Application of feedback

Content •Design Thinking •Application of math and science curriculum •Circuits •History of technology •Woodworking •Coding •Building with recycled materials •Human biology •Microcontrollers

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.

Assessment •Quizzes •Products •Adherence to learning behaviors •Perseverance when faced with adversity •Collaboration •Self-assessment

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, puberty, and continue to develop 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 •Puberty’s impact on self •Mental health •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 •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

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.

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 addition to civics, students will study geography and movement as part of Washington State and United

States history. Topics will include civil rights, movement of people, indigenous populations, colonialism, and Japanese Internment. 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? •What makes a good citizen? •What purpose does government serve? •How do citizens make social change? Content •Literary texts: To Kill a Mockingbird, The Absolutely True Diary of a Part Time Indian, Passing, 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 •Movement of people: Push and pull factors, colonialism •Women’s rights in Washington: voting, political power •Civil Rights: Protests, Resistance, and Change •Yes! Magazine Essay Writing 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 Standards Reading Comprehension: •Reads and demonstrates comprehension of literature (including stories, dramas, poems) and history/social studies text at grade level. •Determines an author's point of view or purpose in a text and explains how it is conveyed in the text. •Determines a theme or central idea and tracks its development over the course of a text •Provides an objective summary of the text. •Uses context clues to determine or clarify the meaning of unknown words and phrases. •Identifies and analyzes literary elements and devices. 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. •Utilizes multiple and varied sources to demonstrate and communicate understanding. •Analyzes information using data such as charts, graphs, and timelines. 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 •Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •Develops and writes an effective claim. •Supports claim with effective textual evidence. •Connects claim with evidence using organized reasoning. •Demonstrates grade level command of standard English grammar when writing or speaking •Acquires and uses accurately grade-appropriate vocabulary. •Demonstrates grade level command of standard English capitalization, punctuation, and spelling when writing. Presentation: •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. •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 and audio elements to communicate information. Learning Behaviors: •Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Arrives on time with all materials.

•Turns assignments in on time. •Completes assignments according to instructions. •Follows instructions during class. 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; projects also provide opportunities to explore punctuation and usage through visual art and film. 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. Finally, students write graduations speeches at the end of the year. Essential Questions •How do rules of language affect communication? •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 •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 Learning Behaviors: •Student arrives on time with all materials. •Student works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work. •Student turns assignments in on time. •Student completes assignments according to instructions. •Student follows instructions during class. 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? •How can I use a marble to light a lightbulb? •How do scientists communicate invisible phenomena? •Should ice be cubed? •How are increasing atmospheric carbon dioxide levels responsible for dissolving seashells? Standards Scientific modeling •Creates pictures and diagrams to predict or explain phenomena or unobservable systems •Accurately interprets pictures and diagrams that explain phenomena Data analysis •Analyzes and interprets data to determine similarities and differences in findings •Creates and explains a graph from a data set to identify relationships in the data •Analyzes and provides appropriate data as evidence to explain a phenomena •Uses appropriate mathematical tools to analyze data and make scientific conclusions Planning investigations •Plans an investigation by identifying independent and dependent variables and controls as well as creating organized data tables

•Identifies and evaluates an investigation's ability to answer the question being tested Constructing explanations •Applies scientific ideas to create an explanation for real-world phenomena •Makes an inference or prediction based on observations and scientific ideas supported by thorough reasoning Scientific argumentation •Develops and writes effective oral and written claims •Supports claim with effective scientific evidence •Connects claim with evidence using accurate and thorough reasoning Scientific literacy •Summarizes and synthesizes scientific texts and media •Finds and evaluates multiple valid sources of scientific texts and media for bias, accuracy, and credibility Understands content •Demonstrates understanding of the relationships among motion, mass, speed, velocity, acceleration, and force and discusses how these concepts relate to Newton’s Laws of Motion •Demonstrates understanding of kinetic and potential energy, conservation of energy, energy transfer, and the various forms of energy •Demonstrates understanding of density and volume, states and properties of matter, molecular motion, heat, temperature, and conduction •Demonstrates understanding of atomic theory, the periodic table, chemical properties of matter, conservation of mass, and characteristics of chemical and physical change •Demonstrates understanding of the characteristics of chemical reactions, pH, and properties of acids and bases Learning behaviors •Participates in class and group

activities •Follows directions •Takes the risks to try and fail •Presents professional work •Arrives on time with all materials 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 and debates •Unit reflections •Lab reports •Quizzes •Self-assessments

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 •Reasons, communicates, and argues abstractly and quantitatively. •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Accurately finds slopes and rates of change •Models and solves exponential functions and absolute value functions •Works with integers 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 solves equations and inequalities graphically •Defines, evaluates, 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 •Chapter tests and subject area quizzes 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? 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. Standards •Reasons, communicates, and argues abstractly and quantitatively •Makes sense of problems and perseveres in solving them •Attends to precision in problem solving and personal organization •Analyses conditional statements, applies inductive and deductive reasoning; uses postulates and diagrams •Understands and applies properties •Applies and explains transformations •Proves geometric theorems in two columns •Identifies points, lines, segments, and congruence •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 use them to solve problems

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 sociolinguistics unit, students challenge their definitions of language and literacy, explore the relationship between power and language, consider the ways language is used and taught in schools and communities, and reflect on their personal identities and experiences with language. 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 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.

Essential Questions •What should I do in my head when trying to learn a language? •What can I do to improve my fluency and accuracy? •How can I express myself when my ideas or thoughts are more complex than my skills? •How can I contribute to a “communication first” environment? •What is linguistic risk-taking and how does it improve my language learning? •How can cultural awareness enhance language learning and vice versa? •How does language intersect with power and privilege? •How is multilingualism in the U.S. changing and what are the impacts of this change? Content •Changing impact of immigration and multilingualism on our society •Review of 7th 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 •Sociolinguistics and linguistic relativity •Case studies of language justice •Language as activism and resistance Standards •Demonstrates mastery of unitspecific vocabulary by applying them correctly both orally and in writing •Successfully demonstrates mastery and retention of 7th grade concepts and vocabulary •Demonstrates mastery of regular present tense -ar, -er, and -ir verb conjugations •Communicates likes and dislikes using gustar with infinitives and nouns •Conjugates and applies irregular verbs including ser, estar, tener, and ir •Recognizes and conjugates stem changing verbs (e  ie, e  i, o  ue) •Accurately uses direct object pronouns •Recognizes the differences between ser and estar and fluently uses the appropriate verb and conjugation •Constructs regular and irregular affirmative tú commands to tell someone to do something •Recognizes, conjugates, and applies the irregular verbs: jugar dar, decir, poner, salir, traer, and venir •Recognizes the differences between saber and conocer and fluently uses the appropriate verb and conjugation •Accurately applies the personal "a" and demonstrates an understanding of how, why, and when to use it •Conjugates and applies the preterite tense of regular -ar, -er, -ir verbs •Recognizes, conjugates, and applies the preterite tense of regular -ar, -er,

-ir verbs •Distinguishes between, conjugates, and applies ir, ser, and hacer in the preterite form •Understands reflexive verbs and uses them accurately •Composes and applies the present progressive •Understands and applies basic classroom commands and expressions in Spanish •Demonstrates mastery of class content by engaging in simple conversation using accurate pronunciation •Engages in conversations with complete thoughts and accurate pronunciation; responds to information presented in a novel manner •Constructs sentences and questions orally and in writing following Spanish syntax •Produces clear, coherent, and organized writing in which vocabulary, grammar, and mechanics are correct •Explores and reflects on the practices, experiences, perspectives, and/or issues of Spanish-speaking communities and cultures •Reflects on the relationships between language, culture, power, and privilege •Demonstrates an understanding of multilingualism and the role of multilingualism in the U.S. Learning behaviors •Arrives on time with all materials •Completes assignments thoroughly and on time •Asks relevant questions and actively seeks resources to support and expand learning •Contributes to classroom discussions and activities in a consistent and productive manner •Maintains an immersive classroom environment by using tools and resources to interpret, understand, and communicate in Spanish during class

Assessment •Daily informal assessments •Quizzes and tests •Class participation and instructional activities •Projects and presentations

•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 •Robotics •Circuits •Application of math and science curriculum •Building with recycled materials •Simple machines •Energy transfer •Hydraulics •Area and volume •Entrepreneurship

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.

Assessment •Quizzes •Products •Adherence to learning behaviors •Perseverance when faced with adversity •Collaboration •Self-assessment

Essential Questions •What can I bring to relationships? •What do I seek to gain from others in relationships? •What makes a healthy relationship? •How can I navigate peer pressure? •What informs the choices I make? •How can power impact social dynamics? •What is sexuality? •How can sexual health impact my life and relationships? •How can mental and physical wellness impact my life? •Why is self care important? •Who do I want to be in this next chapter? •How can I stay true to myself while challenging myself?

Content •Identifying different types of relationships e •Healthy vs. unhealthy relationships •Power dynamics •Romantic relationships •Family relationships •Friendships •Myths and realities •Peer pressure •Parties •Refusal skills •Decision making •Challenging situations

•Supporting friends •Gossiping •Authenticity •Sexual orientation •Gender identity •Romantic orientation •Intimate behaviors •Masturbation •Myths vs. facts •Stigma around sexual behavior •Gender norms •Social constructions •Peer pressure •Emotional intelligence •Physical hygiene •Safety •Consent •Contraception •STIs •Health care •Resources •Drugs •Alcohol •Peer pressure •Brain development •Substance use disorders •Mental health •Self care •Legal rights and risks •Suicidality •Self harm •Resources •Sharing and exploring fears and excitements •Fitting in •High school expectations •Revisiting values •Set intention for a fresh start 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 Annie Barrett and Megan Bergerson, 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: A Wrinkle in Time 6/7 Winter Musical: Charlotte’s Web 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 Puppet Pop-Up This class will explore multiple puppetry techniques and styles. Students will have the opportunity to make many different puppets 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! Fibers From papermaking to dyeing to weaving to macrame, this elective will explore a myriad of different 3D, hands on craft techniques. Get ready to tie some knots, make some poufs, and have a little fun at the same time. A potential field trip is in the works as well! ART & DESIGN Art Across Mediums: Portraits and Poses This class investigates a variety of art making genres such as paint, drawing, sculpture, and printmaking 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 "Portraits and Poses". We will use these different media to create works of art featuring portraiture and figure poses. Grrls & Graphic Novels “Grrls and Graphic Novels” is part comic club, part art, where we deconstruct the role of girls and females in the comic world. We will read graphic novels that feature girl protagonists dealing with girl issues. In addition to reading graphic novels, you will create your own comics. You will draw single-panel comics, gag comics, a comic without pictures, and create feminist superheroes. By the end of the term, you will write a script and create a fully-inked one to two page autobiographical comic which reflects your reality as a “grrl”. Art Across Mediums: Collections and Recollections This class investigates a variety of art making genres such as paint, drawing, sculpture, and printmaking 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 "Collections and Recollections". We will use these different media to create works of art featuring collections, memories, and imagination.

MUSIC Jazz Ed This class will give you a solid musical foundation through jazz, America’s coolest art form. Students will learn the history of jazz and blues and the ways they influence your favorite music today. Develop your own musical ideas through improvisation (Have an instrument? Bring it! Love to sing? We’ll do that too). If you want to master the basics of music, learn how to tell a story through song, and explore the rich history of American artists and composers, this is elective is the one for you. HUMANITIES Poetry as Performance Students in this poetry elective will serve as poetry ambassadors and hosts at the annual Festival of Lights (Poetry Night). In building up to Festival of Lights, students will immerse themselves in reading and writing poetry, 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. DRAMA A Wrinkle in Time; Charlotte’s Web; 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 r esponsible 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 prepare bag lunches for home delivery. Seventh graders cook food for guests at a local homeless shelter. Eighth grade students engage in the local community through their Walls-to-Bridges curriculum. Over the course of the year they design and implement a direct action campaign that aims to make positive change on a local current issue.

Additionally, many students participate in an off campus experience during their "Think Tank 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. Past service learning projects include: cooking with St. Cloud’s Cooking for the Homeless program, serving food to residents of Angeline's Center for Homeless Women, 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.