1819 LWGMS 7th and 8th Grade Curriculum Guide

LWGMS MISSION Lake Washington Girls Middle School empowers girls to be strong in mind, body, and voice.

LWGMS VISION LWGMS holds up the opportunity of a world in which all 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.

LWGMS 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 belonging where 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 alleviate financial barriers to admission.

Individual Accomplishment Guided by intellectual curiosity, every girl can succeed and have the opportunity to fulfill her academic, social, and emotional potential.

Family Engagement Families are a critical part of a student’s educational success and essential partners in the school’s mission and community.

Community Responsibility A passion for social justice, political participation, and service to our community.

Single-gender Education An understanding, grounded in research, that girls are more likely to reach their academic potential in an all-girl environment that fosters self-confidence, promotes speaking up, and encourages social cohesiveness.

AT LWGMS, WE BELIEVE ● ● ● ● ● ● ● ● ● ●

All students can learn.

All students benefit from high expectations.

Material should be relevant to students’ lives.

Students should 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 girl-centered learning environment during the middle school years allows girls and gender non-conforming youth to develop their intellects and individuality

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.

SEVENTH GRADE OVERVIEW

SCHEDULE

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​ | 5 periods per week Writing Workshop​ | 2 periods per week Spanish​ | 3 per week Math​ | 4 periods per week Science​ | 3 periods per week STEAM​ | 2 periods per week Visual Arts​ | 2 periods per week Mind, Body, Voice (MBV)​ | 1 period per week Elective​ | 4 periods per week PE​ | 4 periods per week

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?

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What does it mean to grow up?

How does gender matter?

What is feminism? Who is feminism for?

Content ● Literary texts: T ​ he God Beneath the Sea, Burial at Thebes, The Cage, Things Fall Apart,​ Book Groups: Snow Falling in Spring, The Red Scarf Girl,​ or ​Balzac and the Little Chinese Seamstress ● History texts: ​History Alive! The Ancient World, Scholastic Holocaust Reader ● Democracy in Ancient Greece ● Greek mythology ● The Hero Cycle ● World Religions: Judaism, Buddhism, Hinduism, Christianity, Islam ● The Holocaust ● Islamic Civilizations ● Classical India and Asia ● Africa and Mesoamerica ● Historical and Cultural Rites of Passage around the world ● Stages of a ROP: Separation, Transition, Return ● Various coming-of-age short stories and poems ● LWGMS ROP trip

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 ● Uses precise language, relevant details, and effective organization. ● 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 mechanical skills

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

● Uses class time efficiently

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

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 convey meaning? ● 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

Standards Student demonstrates command of key craft techniques. ● Demonstrates proficiency with sixth grade craft standards ● Crafts narrative leads and endings ● Genre Study: Personal essay

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, utilizing gender-neutral pronouns as needed ● 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

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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: ● Arrives on time with all materials ● Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work ● Turns assignments in on time ● Completes assignments according to instructions ● Follows instructions during class

Formal Assessment ● Writer’s notebook ● GEMs (short published pieces) ● In-class timed writing assignments ● Grammar and mechanics quizzes ● Published personal essay

SCIENCE Science at L-Dub is framed by the following four questions: ● How do scientists work together? ● How do scientists ask questions and find answers? ● How does science connect to your life? ● How do scientists make sense of "failure"?

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. 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 immune 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. In each unit, students will explore an essential question through labs, readings and media, class discussion, direct instruction to build upon their background knowledge, make connections to new material, and develop science skills to answer the essential question.

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 ● How can Henrietta Lacks’ cells still be alive even though she passed away in 1951? ● What happens if we don't drink water? ● How can we keep our brains healthy and productive? ● What does breathing have to do with how our muscles work?

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Why can a "healthy" person survive the common cold while the common cold is life-threatening to someone with HIV or AIDS? 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?

Why do kittens from the same litter look different?

How does your DNA influence your identity?

Content ● Organ systems ● Homeostasis ● Cell cycle ● Nervous system ● Endocrine system ● Circulatory system ● Cardiovascular system ● Respiratory system ● Immune system ● Public health ● Scientific research process ● Nervous system ● Stress ● Genetics ● Heredity

Standards Scientific modeling: ● Creates and explains pictures and diagrams to predict or explain phenomena or unobservable systems.

Data analysis: ● Creates and explains a graph from a data set to identify relationships in the data. ● 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. ● Collects data that meet the goals of an investigation, answer a scientific question, or test a prototype.

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:

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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

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: ● Turns assignments in on time ● Follows directions ● Uses class time efficiently ● Contributes and listens to new ideas during class and group discussion ● Works in cooperation with others

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

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 Holt McDougal Larson Pre-Algebra​ 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 and Khan Academy websites 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

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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 Develops understanding and analysis of statistical variability and distributions.

Represents statistical distributions graphically.

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 A ​ lgebra 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 ● 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

Standards ● Integral and fractional exponents ● Graphing linear equations and related inequalities in two variables ● Factoring monomials and polynomials

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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

Formal 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 A ​ vancemos 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?

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Content ● Multilingualism and the U.S. ● Nonverbal communication ● Review of 6th grade content ● Gustar with nouns ● Present tense conjugation ● Irregular verbs such as ser, estar, tener, and ir ● Meals and food ● Possessive adjectives ● Comparatives ● Family members ● Dates ● Numbers from 200 to 1,000,000 ● Stem-changing verbs ● Direct object pronouns ● Clothing ● Shopping ● Places and events ● Getting around town ● In a restaurant

Standards ● Demonstrates mastery and retention of 6th grade concepts and vocabulary ● 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 ● Conjugates present tense “-ar” verbs and understands how and when to do so in written work and conversation ● Asks and tells time orally and in writing ● 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 ● Accurately uses direct object pronouns

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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 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, and society 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 ● Uses time efficiently ● 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 both process and 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 the creation of art?

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What can we learn by analyzing and understanding art?

How do artists use materials and technique to convey message?

How can we work together to improve our artistic process?

Content ● Drawing ● Sculpture ● Painting ● Printmaking ● Clay techniques ● Collage and Assemblage ● Color Theory ● Chalk pastel ● Portraiture ● Graphic arts ● Photography

Standards Craft: ● Student effectively uses art materials and implements best practices in order to demonstrate a high level of craft.

Feedback: ● Student takes ownership of their artwork by seeking out, considering, and applying feedback from peers and instructors.

Studio Habits: ● Student follows directions, completes assignments in a timely manner, arrives 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.

Assessments ● Quizzes ● Progress and classroom behavior ● Final product ● 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? ● How can I use data and feedback to inform ideas and solutions? ● How can I solve problems creatively? ● What do I learn by collaborating with others?

Content ● Design Thinking ● Computation and Coding ● Physics ● Applied Math ● Applied Science ● Electricity and Circuits ● Tools and Woodshop

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

Assessments ● 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 communication, feelings, values, puberty, and continue to develop their understanding of identity and self.

Essential Questions ● What is good communication? ● Why is good communication important? ● How do you know what you are feeling? ● Why is understanding what you are feeling important? ● How are feelings and behavior connected? ● Why do other people’s feelings matter? ● How does kindness matter? ● What are my values and where do they come from? ● How can I live my values? ● What is puberty? ● Why can puberty be hard? ● What does social media do? ● Is social media “good”?

Content ● Communication skills ● Exploration of feelings ● Joy ● Frustration ● Embarrassment ● Anger ● Sadness

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Inner peace Compassion and kindness Values Puberty Social media

Standards Learning Behaviors: ● Participates collaboratively in group activities ● Participates actively in class discussions ● Demonstrates thoughtful reflection in writing ● Employs active listening skills in class

Assessments ● Reflection notebook ● Class participation and engagement ● Exit tickets

EIGHTH GRADE OVERVIEW

SCHEDULE

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​ | 6 periods per week Writing Workshop​ | Periodically drops into Humanities Spanish​ | 3 per week Math​ | 5 periods per week Science​ | 3 periods per week STEAM​ | 2 periods per week Visual Arts​ | 2 periods per week Mind, Body, Voice (MBV)​ | 1 period per week Elective​ | 4 periods per week PE​ | 4 periods per week

HUMANITIES The eighth grade Humanities class uses literature and other texts to study Civics, Washington State history, and United States history with an emphasis on the history of social justice movements. Students engage in regular discussions, writing, and other activities that explore larger social issues and how to be agents of change. As a culminating project, 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 through class discussion, Socratic seminars, writing assignments, and oral presentations. With multiple writing assignments, students explore the themes and issues raised in the text while continuing to build critical thinking skills as well as reinforcing the mechanics and process of writing taught in Writing Workshop.

Essential Questions ● What is justice? ● What does power do? ● How does culture change? ● How do conflicts shape history and society? ● What is citizenship? ● Why does identity matter?

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What purpose does government serve?

How do citizens make social change?

Content ● Literary texts: T ​ o Kill a Mockingbird; Passing; Native American Myths and Poetry​; Japanese Internment book groups: W ​ hen the Emperor Was Divine, Nisei Daughter,​ or ​Farewell to Manzanar, The Color Purple ● Geography of Washington State ● The diverse people in Washington: Native Americans, explorers and settlers, Asian immigrants, Japanese Internment ● Women’s rights in Washington: voting, political power ● 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:

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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 ● Uses precise language, relevant details, and effective organization ● 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 mechanical skills ● Crafts spoken word poetry with personal meaning and key poetic devices

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

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Follows instructions during class Uses class time efficiently

Assessment ● Reading comprehension quizzes ● Quizzes ● Unit tests ● Vocabulary quizzes ● Geography quizzes ● Literary and thesis-driven essays ● Timed writing ● Projects and presentations

WRITING WORKSHOP This class meets periodically throughout the year on a drop-in basis. Students will take time from their regularly scheduled Humanities classes to study and craft spoken word poetry, review writing process skills and strategies, take a deep-dive into comma usage, write a graduation speech, and learn other rules of grammar and mechanics as needed.

Student work will be assessed with Humanities standards.

Essential Questions ● Why write poetry? ● How do audience and purpose inform different kinds of writing?

Content ● Conventions of writing: grammar and mechanics ● Genre study: Spoken word poetry ● YES! Magazine​ writing competition ● Graduation speeches ● Comma Sense unit ● Writing process

Formal Assessment ● YES! Magazine​ writing competition ● Grammar and mechanics quizzes ● Published poetry ● Final graduation speech

SCIENCE Science at L-Dub is framed by the following four questions: ● How do scientists work together? ● How do scientists ask questions and find answers? ● How does science connect to your life? ● How do scientists make sense of "failure"?

Eighth grade science focuses on developing confident and courageous scientists as well as forces, energy, and properties of matter. In each unit, students will explore an essential question through labs, readings and media, class discussion, direct instruction to build upon their background knowledge, make connections to new material, and develop science skills to answer the essential question. 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? ● Why does braking quickly in a car move different objects in different ways? ● How can I use a marble to light a lightbulb? ● How do scientists communicate invisible phenomena? ● Why does the oil tanker implode? ● How are increasing atmospheric carbon dioxide levels responsible for dissolving seashells?

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 Standards

Scientific modeling: ● Creates and explains pictures and diagrams to predict or explain phenomena or unobservable systems

Data analysis: ● Creates and explains a graph from a data set to identify relationships in the data ● 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 ● Collects data that meet the goals of an investigation, answer a scientific question, or test a prototype ● 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

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: ● Turns assignments in on time

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Follows directions Uses class time efficiently Contributes and listens to new ideas during class and group discussion Works in cooperation with others

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Assessment ● In-class and online discussions ● Class presentations and debates ● Unit reflections ● Lab reports ● Quizzes ● Self-assessments

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 A ​ lgebra 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?

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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 ● 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

Standards ● 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

Formal 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 G ​ eometry 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?

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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 ● Chapter tests and subject area quizzes

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, including regular verb conjugation, various irregular verbs, stem-changing verbs, direct object pronouns, and writing conventions and mechanics. ● Ser v. estar ● Ordinal numbers ● Describing a house

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Household items and furniture Irregular verbs Affirmative tú commands Planning a party Chores Jugar Ser v. conocer Personal a Sports Preterite tense of regular verbs Preterite tense of -car, -gar, -zar verbs Staying healthy Parts of the body 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 language, culture, and society Language as activism and resistance

Standards ● Demonstrates mastery of unit-specific vocabulary by applying them correctly both orally and in writing ● Demonstrates mastery and retention of 7th grade concepts and vocabulary ● Demonstrates mastery of regular present tense -ar, -er, and -ir verb conjugations ● Recognizes and conjugates stem changing verbs ● 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

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Understands reflexive verbs and uses them accurately Composes and applies the present progressive Understands and applies 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 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, and society Demonstrates an understanding of multilingualism and the role of multilingualism in the U.S.

Standards Learning Behaviors: ● Arrives on time with all materials ● Completes assignments thoroughly and on time ● Uses time efficiently ● 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

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 both process and 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 the creation of art? ● What can we learn by analyzing and understanding art? ● How do artists use materials and technique to convey message? ● How can we work together to improve our artistic process?

Content ● Drawing ● Sculpture ● Painting ● Printmaking ● Clay techniques ● Collage and Assemblage ● Color Theory ● Chalk pastel ● Portraiture ● Graphic arts ● Photography

Standards Craft: ● Student effectively uses art materials and implements best practices in order to demonstrate a high level of craft.

Feedback: ● Student takes ownership of their artwork by seeking out, considering, and applying feedback from peers and instructors.

Studio Habits: ● Student follows directions, completes assignments in a timely manner, arrives 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.

Assessments ● Quizzes ● Progress and classroom behavior ● Final product ● 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? ● How can I use data and feedback to inform ideas and solutions? ● How can I solve problems creatively? ● What do I learn by collaborating with others?

Content ● Design Thinking ● Computation and Coding ● Physics ● Applied Math ● Applied Science ● Electricity and Circuits ● Tools and Woodshop

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:

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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

Assessments ● 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 eighth grade, the students focus on exploration of understanding feelings, social dynamics, sexuality, and growing up.

Essential Questions ● How do you know what you are feeling? ● Why is understanding what you are feeling important? ● How are feelings and behavior connected? ● What makes a healthy relationship? ● What is your responsibility in a relationship? ● What is body image? ● What helps people feel good about their bodies? ● Why do people have sex? ● What is sexual health and why does it matter? ● What does consent look like?

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What does peer pressure look?

How do I respond to peer pressure?

How do drugs and alcohol affect people?

Why might people use substances?

How do I take good care of myself?

Content ● Connecting with each other ● Feelings ● Anger ● Sadness ● Joy ● Shame ● Mental health ● Friendships ● Body image ● Media messaging ● Sexual health ● Concent ● Peer pressure ● Drugs and alcohol ● Self love

Standards Learning Behaviors: ● Participates collaboratively in group activities ● Participates actively in class discussions ● Demonstrates thoughtful reflection in writing ● Employs active listening skills in class

Assessments ● Reflection notebook ● Class participation and engagement ● Exit tickets