1819 LWGMS Sixth Grade Curriculum Guide by Lake Washington Girls Middle School

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.

SIXTH 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 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 reading strategies and comprehension, writing, discussion and debate, oral presentation, research, and study skills. Sixth grade Humanities focuses on civilization. In the first term we consider how a society is built by exploring ancient civilizations and origin stories. In the second term, we ask how people change a society, studying human rights and the Civil Rights Movement. Throughout the year, students practice vocabulary based on the literature assignments and historical content. Academic writing skills are emphasized through essay and paragraph writing, 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 through 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 do origin stories do? ● What questions do origin stories answer? ● Why do people tell stories? ● What makes a good friend? ● What makes a hero? ● Why do historians study the past? ● What causes civilizations to rise and fall? ● What does power do? ● What does propaganda do?

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How do people fight with integrity?

Content ● Literary texts: I n the Beginning: Creation Stories from Around the World, T he Epic of Gilgamesh, Claudette Colvin: Twice Toward Justice, Animal Farm ● History texts: History Alive! ● Origin stories ● Early civilizations ● Ancient Sumer and Mesopotamia ● Geography of Mesopotamia ● The Hero Cycle ● The Universal Declaration of Human Rights ● Narrative arc (setting, plot, conflict, rising and falling action, resolution) ● The Civil Rights Movement and nonviolence ● Poetry ● Content-based vocabulary ● Spelling ● Claim and evidence writing ● 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 ● 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 ● Spelling quizzes ● Geography quizzes ● Projects and presentations

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 and why do writers take risks in their writing? ● How can writing create community? ● How do writers engage their readers? 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)

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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: ● 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 (skill checks) ● Grammar posters

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"? 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. 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 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. Essential Questions ● Why is the barred owl population increasing while other owl populations are decreasing in the PNW? ● How does a tiny Douglas Fir seed becomes a tree over 200 feet tall?

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Why is the Southern Resident orca population in decline? How have newts become more poisonous over time? How and why is weather and climate changing? How can we positively contribute to the environment around us?

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 ● Adaptation ● Mutation ● Natural Selection ● The water cycle ● Weather ● Climate change ● Human impact 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:

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Summarizes and synthesizes scientific texts and media

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: ● 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 discussions ● Class presentations ● Unit reflections ● Self-assessments ● Lab reports ● Claim/Evidence/Reasoning paragraphs ● Quizzes and tests

MATH TOPICS 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;

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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 M iddle 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

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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 ● Applies and extends previous understandings of multiplication and division to divide fractions by fractions, especially as it relates to decimals, percents, and proportions ● Solves real-world and mathematical problems involving area, surface area, and volume ● Understands ratio concepts and uses ratio reasoning to solve problems ● Applies and extends previous understandings of numbers to the system of rational numbers, including integers ● Computes and understands central tendency; Uses random sampling to draw inferences about a population Formal 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 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 ● Reasons, communicates, and argues abstractly and quantitatively ● Makes sense of problems and perseveres in solving them

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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

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 regular homework to support daily language use. 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

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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) ● Spanish alphabet and sounds ● Numbers 1-100 ● 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 ● Classes ● Telling time ● 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 ● Definite and Indefinite Articles: Identifies and employs definite and indefinite articles ● Applies noun-adjective agreement in speech and writing ● Asks and tells time orally and in writing ● Conjugation 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

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understands how and when to do so in written work and conversation Understands and applies basic classroom commands and expressions in Spanish Demonstrates mastery of class content by engaging in simple conversation using accurate pronunciation 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 Demonstrates an understanding of the individual and societal benefits of multilingualism Reflects on the relationships between language, culture, and society

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 and explore their knowledge of themselves as individuals, to learn about their peers, and to understand how we have an impact on our community. This class is largely based on group discussion and relies upon critical thinking as the best tool for exploring the complex issues that make up an adolescent's world. At the foundation of this course, exploring one’s values highlights each student’s unique experience and individual contribution to this class and the larger school community. Because the content of Mind, Body, Voice is rooted in exploring and solidifying each individual student's values, identity, and development, much of the curriculum is responsive to the students’ concerns and issues. In sixth grade, students focus on exploration of feelings and how they impact how we live our lives, cultivation of compassion for self and other, and beginning to explore identity. 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 me, me? ● Why does gender matter? ● How does religion matter? ● What is gender? ● How does age matter? ● What is a disability and who decides? ● What is sexual orientation? ● How does sexual orientation matter? Content ● Community building ● Feelings ● Happiness ● Sadness ● Frustration ● Embarrassment ● Anger ● Fear ● Inner peace ● Ethnicity

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Race Age Sexual orientation Gender Religion Ability

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

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. Guest teachers will be dropping in to FFT to share their expertise and introduce study-skills connected to different subject areas. 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?

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What are executive skills? What is involved in “attention”? Are all study strategies the same? Are “learning styles” real? How do stressors impact learning? Why do teachers make you do group work? What is active reading ? How does annotating support my learning? In what ways does technology support and hinder my productivity? 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 (annotation) ● Technology (Google docs, Google Classroom, ALMA, Slides etc) ● Test prep ● Test taking ● Note-taking ● Group dynamics ● Diversity in learning ● Empathy and compassion in learning

ALL GRADES

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?

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How does trust increase creativity? How can theater reflect and impact social justice? How can one communicate ideas, thoughts, and feelings through performance?

Standards ● 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 ● Uses improvisation in rehearsal to discover character and motivation ● 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 ● Uses movement to convey character through effective use of facial expression, body language, gestures, stage positions, blocking, and business ● Demonstrates mastery of basic theatre skills such as memorization, projection, diction, and audience awareness ● Rehearses, adjusts, and refines character through evaluation, reflection, problem solving, and incorporating feedback from peers and instructor ● Uses script analysis to understand character by identifying given circumstances, conflict, objective/intention, obstacles, tactics, relationships to other characters, theme ● Demonstrates artistic discipline to achieve an ensemble in rehearsal and performance Content 6/7 Fall Musical: The Lion, The Witch, and The Wardrobe 6/7 Winter Musical: The Odyssey 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 Communicating With Codes In this class, we will learn new ways to communicate and hide messages using codes and ciphers. Students will explore how math and language are intertwined through weekly puzzles, brain teasing activities, and challenges. In addition to learning about classic ways to re-code the alphabet and convert words into numbers, students will be able to make and break their own unique ciphers. If you’re fluent in Pig Latin, enjoy sending secret messages to your friends, or want to be a super spy when you grow up, then this is the elective for you! Mixed Media Short Story This class will explore different ways to create and share stories via short claymation films, podcasts, and origami. Students will enhance their project management, collaboration, research, production and editing skills throughout the trimester, which will end with a short film festival highlighting your final projects. Dungeons & Dragons Want to learn how to play Dungeons & Dragons, the world's most popular role playing game? Learn how to collaboratively tell a story while taking on the role of a fierce fighter, a wily witch, an enchanted elf, a demonic druid or any of dozens of other character types… Study fantasy literature and writing in terms of its application to bringing group stories to life… Develop your character voices as we do voice acting and improv exercises...

Art & Design Art Across Mediums: Humans, Animals, and Artifacts This class investigates a variety of art making genres such as painting, 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 "Humans, Animals, and Artifacts". We will use these different media to create

works of art focusing on aspects of animals and people, from both observation and imagination. Art Across Mediums: Places, Spaces, and Perspective This class investigates a variety of art making genres such as painting, 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 "Places, Spaces, and Perspective". We will use these different media to create works of art depicting different spaces, both real and imagined.

Music JazzEd 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. Joining the elective this year is Azura Tyabji ‘14, Seattle’s Youth Poet Laureate and L-Dub alum. We are extraordinarily lucky for the opportunity to learn from her!

Drama All School Plays/Eighth Grade One Act Festival The Odyssey; T he Lion, the Witch, and the Wardrobe; Eighth Grade One-Act Festival In Drama classes at LWGMS, students collaborate with others while they learn the vocabulary of theater and the process involved in what it takes to put on a complete show in a working theater. The Drama Program at LWGMS is a three year curriculum that focuses on theatrical skills, ensemble building, script analysis, and artistic discipline. In the Fall and Winter Terms, sixth and seventh graders perform in a large musical, while eighth graders serve as crew members and production team, who are responsible for set

design and building, costume design and construction, stage management, lighting and sound design and tech. Sixth graders participate as part of a large ensemble, singing and dancing in groups and performing a few lines, and seventh graders participate in larger roles and take on leadership in the production process. In the Spring Term, eighth graders perform in their own theatrical production, with a few seventh graders serving as the crew and production team. The eighth grade class collaborates to design the concept and performs in the show, which serves as a culmination of their three year drama curriculum.

SERVICE LEARNING Service Learning is an integral and rewarding part of the LWGMS experience. The goal of the Service Learning program is for students to recognize their own abilities to improve their communities and nurture a sense of responsibility and pride as students take action to improve their local and global communities. Each student takes part in a grade-level service project, every year. These projects focus on our local community. The sixth grade class is linked to our neighbor, B yrd Barr Place (formerly Centerstone). At Byrd Barr Place, 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 social justice work through filmmaking and other activities. 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. 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 LWGMS’s mindfulness curriculum is based on the Mindful Schools program. The entire school starts the day with

mindfulness practice, and the majority of staff has completed professional development in this area. In addition to the daily practice at LWGMS, students participate in mini-mindfulness workshops during class and all-school meeting times. This commitment to the mind of each student is one of the most important aspects of the LWGMS mission, and the growth students have undergone through their mindfulness practice has been inspiring. Social and emotional learning (SEL) and mindfulness – two separate processes that work great when taught and learned together – are at the core of our work at LWGMS. One works from the outside-in, and the other works from the inside-out. When the two come together in the mind of a student, 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.