1920 LWGMS Curriculum Guide

2019/2020

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.

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.

CURRICULUM OVERVIEW The LWGMS curriculum is designed to cultivate intellectual curiosity and a drive to social action in each LWGMS student. We strive to create brave spaces and a supportive environment that challenges each student to reach their potential. Experienced teachers guide our students to develop the creative confidence to meet the many social, emotional, physical, and academic changes of early adolescence. The program is hands-on and experiential, with collaborative learning, projects, oral presentations, and class discussions used to ensure that every student strengthens their voice as they learn. At the heart of the curriculum is a commitment to social justice.

SIXTH GRADE 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. In the second term, we ask how people change a society by 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 presentation 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 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? ● How do people fight for justice?

Content ● Literary texts: The Epic of Gilgamesh, The First Rule of Punk, Animal Farm, Claudette Colvin: Twice Toward Justice ● History texts: History Alive!

● ● ● ● ● ● ● ● ● ● ● ●

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 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 American English grammar when writing ● Demonstrates grade level command of mechanical skills ● Acquires and accurately uses grade-appropriate vocabulary

Presentation: ● Formally presents information in a focused, organized manner with relevant facts, details, and examples ● Formally presents using Standard American English when indicated or appropriate; uses appropriate eye contact, adequate volume, and clear pronunciation ● Integrates visual and audio elements to communicate information

Discussion: ● Presents claims and findings orally. ● Propels conversation by asking and answering questions. ● Contributes to conversation by building on the ideas of others. ● Uses evidence from text to support thinking.

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 ● 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 to 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 readers 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)

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

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)

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 scientists 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? ● 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?

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: ● 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 ● Completes assignments according to instructions ● Uses class time efficiently ● Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work ● Demonstrates active listening and makes verbal contributions in all size discussions

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; ● 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 JUMP Math and Open Up Resources curricula, 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.

Throughout the school year, we will review calculating with fractions, decimals, ratios and proportions, and percentages.

We’ll focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, STEAM, and science often.

Essential Questions ● How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what to do when they get stuck? ● How do I know and describe when a result is reasonable? ● In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? ● When and why do we estimate? What makes a reasonable estimate? ● How does explaining my process and justifying my reasoning help me to understand a problem’s solution better? ● How does comparing quantities and describing the relationship between them help us make predictions and decisions? ● How are the rules for fractions and decimals the same or different from those for whole numbers? ● How does thinking algebraically grow from thinking arithmetically and answer new kinds of questions? ● How does what we measure influence how we measure? ● How can predictions be made based on data?

Content ● Building fluency with computation, written and mental ● Extending computational understanding to decimals and fractions ● Estimating and comparing quantities ● Practicing problem-solving plans and techniques ● Working with prime numbers, divisibility, and factors and multiples ● Writing, interpreting, and solving expressions and equations ● Understanding ratio concepts ● Developing an understanding of statistics ● Investigating data and using graphs ● Using Geometry vocabulary ● Measuring quantities and shapes to investigate geometric figures ● Determining probability and fairness

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts ● Reads and follows directions, checks work for accuracy and completion ● Makes sense of problems and perseveres in solving them ● Builds on previous understanding of arithmetic to evaluate expressions and systematically solve one-variable equations and inequalities ● Computes fluently, especially with multi-digit whole and fractional numbers ● Builds on existing number sense of whole numbers to work and compute with fractions, especially using division, as well as shows and makes use of the close connection 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 involving equivalent ratios, unit rate/speed/cost, unit conversion, and/or percent ● Applies and extends previous understandings of numbers to the system of rational numbers, in particular integers ● Computes and understands central tendency; Uses random sampling to draw inferences about a population; Uses data to analyze whether an outcome is likely or unlikely ● Engages fully with homework to either complete assignments or spend the expected amount of time on them ● Arrives to class on time with necessary materials ● Uses class time effectively and meaningfully engages with the material ● Demonstrates active listening and makes verbal contributions in all size discussions

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 ● 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 ● Investigating data and using graphs ● Positive and negative integers

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts ● Makes sense of problems and perseveres in solving them

● ● ● ●

● ● ●

● ●

● ● ●

● ● ●

Reads and follows directions, checks work for accuracy and completion Computes and uses slope to analyze lines, graphs, and equations 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 Solves and/or graphs numerical and algebraic 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 Engages fully with homework to either complete assignments or spend the expected amount of time on them Arrives to class on time with necessary materials Uses class time effectively and meaningfully engages with the material Demonstrates active listening and makes verbal contributions in all size discussions

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 activities, songs, games, 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 can access online tools by via 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 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 ● Definite and indefinite articles ● Noun-adjective agreement ● Regular verb conjugation ● Irregular verbs including ser, estar, gustar, tener, and ir ● Numbers ● Introductions ● Days of the week ● Weather ● Classroom phrases ● Activities ● Foods ● Classes ● Subject pronouns ● Physical and personality descriptors ● Telling time

Standards Vocabulary: ● Demonstrates mastery of unit-specific vocabulary by applying them correctly both orally and in writing

Grammar: ● 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”, “-er”, and "-ir"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

Oral Proficiency: ● Produces accurate and simple sentences when discussing topics covered in class. ● Engages with new content or new contexts with fluidity.

Written Proficiency: ● Produces accurate sentences or paragraphs when writing about topics covered in class. ● Deepens and strengthens writing by applying new and old concepts with fluidity.

Critical Thinking: ● Investigates, explains, and reflects on the cultures of Spanish-speaking communities

Learning Behaviors: ● Arrives on time with all materials ● Uses class time efficiently ● Completes assignments thoroughly and on time ● Contributes to class discussions and activities and engages in small group work in a consistent and productive manner ● Maintains an immersive environment in the target language

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 ● Book-making ● Fibers ● Jewelry

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

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

Studio Habits: ● Follows directions, completes assignments in a timely manner, arrives on time, and contributes positively to the class environment

Production: ● 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 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 they have an impact on their 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 interests. In sixth grade, students focus on communication, self awareness, cultivation of compassion for self and others, and beginning to explore identity. Additionally, we will spend time talking about how puberty impacts the brain and body, how change impacts us, and community building.

Essential Questions ● How does communication impact relationships? ● 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?

What is puberty?

Why can puberty be hard?

How does change impact me?

Content ● Community building ● Feelings ● Self awareness ● Communication ● Puberty ● Ethnicity ● Race ● Age ● Sexual orientation ● Gender ● Religion ● Ability

Standards Learning Behaviors: ● Shares verbal contributions in small and large group discussions ● Actively engages in class activities ● 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? ● 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

SEVENTH GRADE

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 reading comprehension, 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 Ancient Greece and origins of democracy, world religions, the Holocaust, rites of passage, European colonialism in Nigeria, and the Cultural Revolution of China.

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 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 sharing their 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 ● How should we behave? ● What makes a good leader? ● What is power for? ● What is justice? ● What does faith do? ● What does war do? ● What does it mean to grow up? ● How does gender matter? ● How does culture matter?

Content ● Literary texts: Burial at Thebes, The Diary of Anne Frank, Things Fall Apart, Book Groups: Life of Pi, My Name is Asher Lev, The Night Diary, Does My Head Look Big in This?, Things Fall Apart, Snow Falling in Spring ● History texts: History Alive! The Ancient World, Scholastic Holocaust Reader ● Democracy in Ancient Greece ● Greek mythology ● World Religions: Judaism, Buddhism, Hinduism, Christianity, Islam

● ● ● ● ● ● ●

The Holocaust Historical and Cultural Rites of Passage around the world Stages of a ROP: Separation, Transition, Return Various coming-of-age short stories & poems LWGMS ROP trip European colonialism in Nigeria The Cultural Revolution of China

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 American English grammar when writing.Demonstrates grade level command of mechanical skills

●

Acquires and accurately uses grade-appropriate vocabulary

Presentation: ● Formally presents information in a focused, organized manner with relevant facts, details, and examples ● Formally presents using Standard American English when indicated or appropriate; uses appropriate eye contact, adequate volume, and clear pronunciation ● Integrates visual and audio elements to communicate information

Discussion: ● Presents claims and findings orally ● Propels conversation by asking and answering questions ● Contributes to conversation by building on the ideas of others ● Uses evidence from text to support thinking

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 ● 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.

Essential Questions ● 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 ● Blends narrative and expository techniques in idea-based writing ● 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

Student demonstrates command of key mechanical skills. ● Demonstrates proficiency with sixth grade mechanics standards ● Uses apostrophes to show possession and contraction ● 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 ● 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? ● 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: ● 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 ● Completes assignments according to instructions ● Uses class time efficiently ● Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work ● Demonstrates active listening and makes verbal contributions in all size discussions

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 ● 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 ● Investigating data and using graphs ● Positive and negative integers

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts ● Makes sense of problems and perseveres in solving them ● Reads and follows directions, checks work for accuracy and completion ● Computes and uses slope to analyze lines, graphs, and equations ● 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 ● Solves and/or graphs numerical and algebraic 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 Engages fully with homework to either complete assignments or spend the expected amount of time on them Arrives to class on time with necessary materials Uses class time effectively and meaningfully engages with the material Demonstrates active listening and makes verbal contributions in all size discussions

Formal Assessment ● Daily homework and class assignments ● Monthly COW solutions ● Chapter tests and subject area quizzes

ALGEBRA By the end of their Algebra class, an LWGMS student is able to use their math skills and confidence with problem-solving to compute mentally, create mathematical connections, and describe those connections in various ways.

In addition, students are well prepared for high-school level math. The focus is for each student to develop their skills using algebra to solve problems.

The algebra class uses the Holt McDougal Larson Algebra I textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building. Throughout the school year, we review calculating with positive and negative integers, fractions, decimals, ratios and proportions, and percentages and introduce graphing using a variety of linear equations and linear systems. We focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, and science often.

Essential Questions ● How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what to do when they get stuck? ● How do I know and describe when a result is reasonable? ● What are the patterns (in problems we tackle and in information we collect) and how are they useful? ● In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? ● What patterns can I find in arithmetic and how can I extend those patterns using mathematical symbols and vocabulary?

● ● ● ● ● ● ●

How is thinking algebraically different from thinking arithmetically?

How do I use algebraic expressions to analyze and solve problems?

How do graphs of functions help me understand the function itself?

What is meant by equality?

How can I use what I know about factoring integers to help me simplify rational expressions?

What real-world applications can I solve using rational expressions?

What real-world applications can I model using functions (linear, absolute value, exponential, and quadratic)?

Content ● Integral and fractional exponents ● Graphing linear equations and related inequalities in two variables ● Factoring monomials and polynomials ● Solving systems of linear equations ● Understanding functions ● Factoring polynomial expressions and equations ● Simplifying polynomial expressions and equations ● Applying the Pythagorean Theorem, analyzing figures in two and three dimensions ● Quadratic equations ● Quadratic formula ● Trig functions: sine, cosine, and tangent

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts. ● Makes sense of problems and perseveres in solving them ● Reads and follows directions, checks work for accuracy and completion ● Computes and uses slope to analyze lines, graphs, and equations ● Models and solves exponential functions and absolute value functions ● Works with integers and exponents ● Creates equations that describe numbers or relationships ● Defines, evaluates, and compares functions ● Solves equations and inequalities in one variable ● Solves systems of equations by utilizing the substitution, comparison, or elimination method ● Represents and solves equations and inequalities graphically ● Computes polynomials accurately and fluently to solve problems ● Understands the relationship between zeros and factors of polynomials

● ●

● ● ●

Solves and/or graphs numerical and algebraic equations Engages fully with homework to either complete assignments or spend the expected amount of time on them Arrives to class on time with necessary materials Uses class time effectively and meaningfully engages with the material Demonstrates active listening and makes verbal contributions in all size discussions

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 activities, songs, games, skits, and projects to vary practice and learning experiences. Students have a nightly homework assignment of practicing using strategies and suggestions explored in class. Assessments vary and include daily participation and instructional activities, unit quizzes and tests, and thematic projects. Students continue to use the textbook Avancemos 1 by Holt McDougal.

Essential Questions ● What is multilingualism? What are the benefits of being multilingual? ● How are Spanish and English structured differently? ● What strategies and resources help me learn another language? ● How can I communicate and interpret complex thoughts in simple language? ● How can I maintain and operate in a “communication first” environment? ● What can I do to improve fluency and accuracy? ● What role does risk-taking play in language learning? ● How are language, culture, and history linked? ● How does language intersect with power and privilege?

Content ● Multilingualism and the U.S. ● Nonverbal communication ● Review of 6th grade content ● Gustar with nouns ● Present tense conjugation ● Irregular verbs such as ser, estar, tener, and ir ● Possessive adjectives ● Stem-changing verbs ● Direct object pronouns ● Comparatives ● Family roles and responsibilities ● Dates ● Numbers from 200 to 1,000,000 ● Clothing and shopping ● Places and events ● Mobility, direction and transportation ● food, meals and restaurants ● Indigenous cultures and colonialism ● Latinx immigration and the U.S.

Standards Review: ● Demonstrates mastery and retention of 6th grade concepts and vocabulary

Vocabulary: ● Demonstrates mastery of unit-specific vocabulary by applying them correctly both orally and in writing

Grammar: ● Applies noun-adjective agreement in speech and writing ● Conjugates regular verbs in the present tense and understands how and when to do so ● 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 and verbs to express likes and dislikes ● 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 ● Understands and applies basic classroom commands and expressions in Spanish

Oral Proficiency: ● Produces accurate and simple sentences when discussing topics covered in class ● Engages with new content or new contexts with fluidity

Written Proficiency: ● Produces accurate sentences or paragraphs when

●

writing about topics covered in class Deepens and strengthens writing by applying new and old concepts with fluidity

Critical Thinking: ● Investigates, explains, and reflects on the cultures of Spanish-speaking communities

Learning Behaviors: ● Arrives on time with all materials ● Uses class time efficiently ● Completes assignments thoroughly and on time ● Contributes to class discussions and activities and engages in small group work in a consistent and productive manner ● Maintains an immersive environment in the target language

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? ● 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 ● Fibers ● Jewelry

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

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

Studio Habits: ● Follows directions, completes assignments in a timely manner, arrives on time, and contributes positively to the class environment Production: ● 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 ● 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 they have an impact on their 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 interests. In seventh grade, students focus on understanding their communication, feelings, values, puberty, and continue to develop their understanding of identity and self. We will also explore how our relationships with ourselves and others impact our lives as well as how change impacts us.

Essential Questions ● What is good communication? ● Why is good communication important? ● How are feelings and behavior connected? ● How do relationships 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”?

What is body image and how does it impact me?

How does change impact me?

Content ● Communication skills ● Exploration of feelings ● Compassion and kindness ● Relationships ● Values ● Puberty ● Social media ● Body image

Standards Learning Behaviors: ● Shares verbal contributions in small and large group discussions ● Actively engages in class activities ● Employs active listening skills in class

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

EIGHTH GRADE

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? ● What is literature supposed to do? ● What purpose does government serve? ● How do citizens make social change?

Content ● Literary texts: Monster, To Kill a Mockingbird; Passing; Native American Myths and Poetry; When the Emperor Was Divine; Book Groups: American Literature ● Washington State History: Civil Rights, Native Americans, Treaties, Civics, and Immigration

● ● ● ●

Race in the United States: History, Resistance, and Change The Great Migration and the Harlem Renaissance The United States Constitution Mock Trial Project: To Kill a Mockingbird Geography: The United States, Pacific Northwest, and Washington State

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 American English grammar when writing.Demonstrates grade level command of mechanical skills

●

Acquires and accurately uses grade-appropriate vocabulary

Presentation: ● Formally presents information in a focused, organized manner with relevant facts, details, and examples ● Formally presents using Standard American English when indicated or appropriate; uses appropriate eye contact, adequate volume, and clear pronunciation ● Integrates visual and audio elements to communicate information

Discussion: ● Presents claims and findings orally ● Propels conversation by asking and answering questions ● Contributes to conversation by building on the ideas of others ● Uses evidence from text to support thinking

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 ● 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 ● Class Discussions/Socratic Seminars

WRITING WORKSHOP This class meets once a week and supports students’ work in their Humanities class. That support includes (but is not limited to) the crafting of spoken word poetry, comma usage, and writing process strategies. Students will review content from WW6 and WW7 and continue to use a writer’s notebook to generate writing and keep notes. 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

PHYSICAL 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 help us better 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 does a dam create “clean” energy?

● ● ●

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 ● Completes assignments according to instructions ● Uses class time efficiently ● Works in cooperation with others, listens to new ideas, makes contributions, follows through on tasks for group work ● Demonstrates active listening and makes verbal contributions in all size discussions

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

ALGEBRA

By the end of their Algebra class, an LWGMS student is able to use their math skills and confidence with problem-solving to compute mentally, create mathematical connections, and describe those connections in various ways.

In addition, students are well prepared for high-school level math. The focus is for each student to develop their skills using algebra to solve problems.

The algebra class uses the Holt McDougal Larson Algebra I textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building. Throughout the school year, we review calculating with positive and negative integers, fractions, decimals, ratios and proportions, and percentages and introduce graphing using a variety of linear equations and linear systems. We focus on problem-solving strategies and connect their skills in Math with humanities, Spanish, art, and science often.

Essential Questions ● How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what to do when they get stuck? ● How do I know and describe when a result is reasonable? ● What are the patterns (in problems we tackle and in information we collect) and how are they useful? ● In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? ● What patterns can I find in arithmetic and how can I extend those patterns using mathematical symbols and vocabulary? ● How is thinking algebraically different from thinking arithmetically? ● How do I use algebraic expressions to analyze and solve problems? ● How do graphs of functions help me understand the function itself? ● What is meant by equality? ● How can I use what I know about factoring integers to help me simplify rational expressions? ● What real-world applications can I solve using rational expressions? ● What real-world applications can I model using functions (linear, absolute value, exponential, and quadratic)?

Content ● Integral and fractional exponents ● Graphing linear equations and related inequalities in two variables ● Factoring monomials and polynomials ● Solving systems of linear equations ● Understanding functions ● Factoring polynomial expressions and equations ● Simplifying polynomial expressions and equations ● Applying the Pythagorean Theorem, analyzing figures in two and three dimensions ● Quadratic equations ● Quadratic formula ● Trig functions: sine, cosine, and tangent

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts. ● Makes sense of problems and perseveres in solving them ● Reads and follows directions, checks work for accuracy and completion ● Computes and uses slope to analyze lines, graphs, and equations ● Models and solves exponential functions and absolute value functions ● Works with integers and exponents ● Creates equations that describe numbers or relationships ● Defines, evaluates, and compares functions ● Solves equations and inequalities in one variable ● Solves systems of equations by utilizing the substitution, comparison, or elimination method ● Represents and solves equations and inequalities graphically ● Computes polynomials accurately and fluently to solve problems ● Understands the relationship between zeros and factors of polynomials ● Solves and/or graphs numerical and algebraic equations ● Engages fully with homework to either complete assignments or spend the expected amount of time on them ● Arrives to class on time with necessary materials ● Uses class time effectively and meaningfully engages with the material ● Demonstrates active listening and makes verbal contributions in all size discussions

Formal Assessment ● Daily homework and class assignments ● Monthly COW solutions ● Chapter tests and subject area quizzes

PRE-GEOMETRY After taking Algebra at LWGMS, our students are able to use their sophisticated skill set to analyze unknowns and understand mathematical relationships in the physical world. In addition, they are very well prepared for high-school level Math. We are offering a Pre-Geometry class for many of the eighth grade students who are ready transfer their understanding of algebra to the world of geometry. The correspondence between numerical coordinates and

geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof.

The geometry class uses the Holt McDougal Larson Geometry textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the IXL website to support skill building and math worksheets from Kuta Software.

Essential Questions ● How do effective problem solvers tackle a problem, maintain awareness of their own practice, and know what do they do when they get stuck? ● How do I know and describe when a result is reasonable? ● What are the patterns (in problems we tackle and in information we collect) and how are they useful? ● In what ways can problem solving be expressed so that its accurate meaning is concisely presented to a specific audience? ● Why do we differentiate between figures, lengths, and angles? ● How are geometric shapes and objects classified? ● How is reasoning best applied to prove statements about geometric relationships? ● How will I use the information about parallel and perpendicular lines to identify angles, and solve for unknown angle measurements? ● How can I use my understanding of triangles, angles, and lines to prove for congruence? ● How can I use what I know about relationships within triangles to justify statements and solve problems? ● How do ratio and proportion apply to similar figures? ● What are the properties of special quadrilaterals? ● How can I identify line symmetry and rotational symmetry? ● How can I use my understanding of circles and angles to find arc measures and lengths of segments. ● How do geometric models describe spatial relationships? ● How will I integrate my understanding of measurement and geometric probability?

Content ● Points, lines, planes, rays, distance formula, midpoint formula, and angle classification ● Inductive reasoning, deductive reasoning, counter-examples, conditional statements, and two column proofs. ● Corresponding angles, consecutive interior angles, alternate interior angles, and alternate exterior angles

● ● ● ● ● ● ● ● ●

Triangle classification, theorems of equilateral and isosceles triangles Perpendicular bisectors, angle bisectors, medians, and altitudes of triangles Triangle Inequality Theorem Indirect measurement Classification of special quadrilaterals Image, preimage, and isometry Reflection, rotation, and dilation Matrix operations and vectors Tangents, chords, and secants of circles

Standards ● Effectively communicates, reasons, and draws connections by presenting an argument based on logical and quantitative reasoning and/or abstract concepts. ● Makes sense of problems and perseveres in solving them. ● Reads and follows directions, checks work for accuracy and completion. ● 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. ● Engages fully with homework to either complete assignments or spend the expected amount of time on them. ● Arrives to class on time with necessary materials. ● Uses class time effectively and meaningfully engages with the material. ● Demonstrates active listening and makes verbal contributions in all size discussions.

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 strategies and suggestions explored in class. Assessments vary and include daily participation and instructional activities, unit quizzes and tests, and thematic projects.

Essential Questions ● How can I express myself when my ideas or thoughts are more complex than my skills? ● What can I do to improve my fluency and accuracy? ● How can I contribute to a “communication first” environment? ● What role does risk-taking play in 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 current 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 ● Irregular verbs ● Affirmative tú commands ● Jugar

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Ser v. conocer Personal a Preterite tense of regular verbs Preterite tense of -car, -gar, -zar verbs Affirmative and negative words Preterite tense of ir, ser, and hacer Pronouns after prepositions Reflexive verbs Present progressive Indirect object pronouns Demonstrative adjectives Sports Parts of the body and health Technology and communication Talking about when events occur ie. planning a party Places of interest House, household items and furniture Chores and daily routines Vacation plans and leisure activities Sociolinguistics and culture, history and society Indigenous cultures and colonialism Latinx immigration and the U.S. Language as activism and resistance

Review: ● Demonstrates mastery and retention of 7th grade concepts and vocabulary

Vocabulary: ● Demonstrates mastery of unit-specific vocabulary by applying them correctly both orally and in writing

Grammar: ● 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 accurately uses the appropriate verb and conjugation ● Constructs regular and irregular affirmative tú commands to tell someone to do something ● Recognizes, conjugates, and applies the irregular verbs: jugar, dar, decir, poner, salir, traer, and venir ● Recognizes the differences between saber and conocer and fluently uses the appropriate verb and conjugation ● Accurately applies the personal "a" and demonstrates an understanding of how, why, and when to use it ● Conjugates and applies the preterite tense of regular -ar, -er, -ir verbs ● Recognizes, conjugates, and applies the preterite tense of regular -ar, -er, -ir verbs ● Distinguishes between, conjugates, and applies ir, ser, and hacer in the preterite form ● Understands reflexive verbs and uses them

● ●

accurately Composes and applies the present progressive Understands and applies classroom commands and expressions in Spanish

Oral Proficiency: ● Produces accurate sentences when discussing topics covered in class ● Engages with new content or new contexts with fluidity Written Proficiency: ● Produces accurate sentences or paragraphs when writing about topics covered in class ● Deepens and strengthens writing by applying new and old concepts with fluidity

Critical Thinking: ● Investigates, explains, and reflects on the cultures of Spanish-speaking communities

Learning Behaviors: ● Arrives on time with all materials ● Uses class time efficiently ● Completes assignments thoroughly and on time ● Contributes to class discussions and activities and engages in small group work in a consistent and productive manner ● Maintains an immersive environment in the target language

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 ● Fibers ● Jewelry

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

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

Studio Habits: ● Follows directions, completes assignments in a timely manner, arrives on time, and contributes positively to the class environment.

Production: ● 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 they have an impact on their 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 interests. In eighth grade, the students focus on exploration of understanding feelings, social dynamics, sexuality, how change impacts us, and growing up.

Essential Questions ● 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?

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?

How does change impact me?

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

Standards Learning Behaviors: ● Shares verbal contributions in small and large group discussions ● Actively engages in class activities ● Employs active listening skills in class

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

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 instructor Megan Bergerson focuses 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 and Bridget Kirk, 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 is an opportunity for students to work together as they build strong voices, strong minds, and strong bodies. Through script analysis, interpretation, and memorization, students develop strong minds; by learning to perform on stage, students develop strong voices; and finally, through learning to use physical movements 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 students 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 student has a larger role, takes more creative control, and has more responsibility in this production.

Essential Questions ● How does one harness the energy of stage fright? ● What personal benefits accrue from participation in theater? ● How does teamwork contribute to a successful production? ● How does trust increase creativity?

● ●

How can theater reflect and impact social justice?

How can one communicate ideas, thoughts, and feelings through performance?

Standards ● 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 Fall Show (8): Eighth Grade One-Act Festival Winter Show (6/7): Twelfth Night Spring Show (6/7): Midsummer Night's Dream

Assessments ● Off-book read through ● Vocabulary of the theater quiz ● Script quiz ● Character analysis ● Script annotations ● Improv/theater games

ENRICHMENT – FALL 19/20

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 student.” The design of the Enrichment program reflects the belief that students should have opportunities to explore their individual interests. 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.

Art & Design Fiber Art In this elective, you will get to explore the unique art form of fiber crafts. Join us as we learn how to weave on a loom, create macrame wall hangings, dye fabric, and more!

Students can expect to create multiple fiber projects throughout this elective, and all materials are included. The world of fibers is a mathematical one, so get your math-art brains ready to go!

Calligraphy In this class we will learn how to write beautiful and artistic letters. We will look at different styles, methods, and cultural practices in order to learn the origin and development of this art. Together, we will learn about the tools and materials every calligrapher needs and how to hold and use the pen, starting with basic strokes. This skill will allow you to embellish cards, posters, and school projects.

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.

Latin American Music: History and Culture What is Latin American music? How have Latinx artists influenced music we listen to today? This class will explore modern Latin American music through history and culture. We will study famous artists that have inspired current trendsetters to better understand the evolution of Latin American music. We will explore song lyrics and watch music videos. We will also explore the importance of dance to the Latin American community by learning how to dance Salsa, Merengue and Bachata.

Humanities

Zines & Storytelling (Zine: a homemade publication usually devoted to specialized and often unconventional subject matter) Do you have a story you want to tell? A fandom you want to geek out about? A funny comic you want to share? During this

class we will learn how to make and distribute our own zines!

We will also learn about the 1990s feminist Do It Yourself art movement, learn different bookbinding techniques, and most of all have fun exploring our own creative expression through fun writing and drawing exercises.

Drama All School Plays/Eighth Grade One Act Festival Fall Show (8): Eighth Grade One-Act Festival; Winter Show (6/7): Twelfth Night; Spring Show (6/7): Midsummer Night's Dream 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.

This year, in the Fall 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. In the Winter and Spring 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.

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, Byrd Barr Place (formerly Centerstone). At Byrd Barr Place, students volunteer at 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.