Hawken School - Grade 5 Curriculum Map Concept by Neal McDaniel

HAWKEN ACADEMIC PROFILE SERIES

I Lower School Grade 5

Our commitment to forward-focused education has withstood the test of time. Your guide to the philosophy, academics, highlights and curriculum of Hawken School Fifth Grade

HAWKEN s

“THAT THE BETTER SELF SHALL PREVAIL AND EACH GENERATION INTRODUCE ITS SUCCESSOR TO A HIGHER PLANE OF LIFE.” - James A. Hawken Founder and Headmaster, 1915-1924

AN INTRODUCTION TO HAWKEN SCHOOL

Purpose, Promise and Principles. When Hawken School was established in 1915 by James A. Hawken, his foremost purpose was to prepare his students for the real world. As Hawken nears its centennial mark as a school, we find ourselves in a greatly changed world; however our commitment to forward-focused education has withstood the test of time. At Hawken, students are taught and encouraged to think creatively and critically, to explore their passions and interests, and to voice their opinions as members of a diverse and vibrant community. Our students experience an education focused not only on knowledge, but the skills and values that will prepare them for fulfilling and purposeful careers and lives. To describe Hawken’s approach to teaching, learning, and the development of character, faculty and administrators developed The Hawken Method. The Hawken Method represents the application of Hawken’s Purpose, Promise and Principles and is based on six core ideas that fundamentally shape the Hawken Experience and the school’s expectations of students. These six core ideas are as follows: 1. Inspiring Relationships Respect and inspiring relationships are the cornerstone of the educational experience at Hawken. 2. Essential Skills Hawken’s program develops the skills essential for academic success, especially those that stress critical and creative inquiry and expression. 3. Meaningful Learning Hawken believes that learning should be meaningful. Teachers construct lessons and curriculum that clarify and expand upon students’prior knowledge. 4. Student Assessment Student assessment is used both to measure and guide student learning. 5. Intentional Use of Time Hawken respects student time, using it in intentional ways to maximize educational outcomes. 6. Culture as a Teaching Tool Hawken’s culture conveys its values and is among the school’s most important teaching tools. These six core ideas, The Hawken Method, and Hawken’s Purpose, Promise and Principles guide all our efforts nd are woven into the fabric of our curriculum. By the time our students graduate from Hawken, they will be ready for all the opportunities the world offers.

D. Scott Looney Hawken Head of School 1

OUR PHILOSOPHY

I Lower School Grade 5

At Hawken, education revolves around the central premise that young people’s talents can be maximized through a comprehensive and balanced curriculum coupled with challenging and diverse assessment. We are committed to providing an effective learning experience for our students, where classroom experience has practical life applications. Hawken’s Lower School offers a rich and varied program emphasizing the many facets of a child’s development. The Hawken classroom applies developmentally appropriate practice in an atmosphere that celebrates the joy of teaching and learning. Our faculty presents curriculum through multiple lenses and perspectives to maximize individual growth. Flexible grouping and focus on individual learning styles are utilized to achieve each student’s potential.

In a day’s time, students have the opportunity to interact with teachers from a wide spectrum of subjects, benefitting from a seamless interdisciplinary approach to learning. With an emphasis on collaboration and the development of effective skills, Lower School students are encouraged to question, problem solve and demonstrate their understanding through verbal and written expression. Academic expectations are high, yet we understand that effective education must be cognizant of developmentally appropriate practice, and, at times, retain a flexibility to ensure each student is challenged in the most effective way. Character development is an integral component of the Hawken education. The Lower School utilizes the Responsive Classroom approach, which places equal value on the development of academic and social skills. Building community is not a theory at Hawken, but has practical, every day application. It is exemplified by Morning Meetings, classroom expectations, and our school-wide standard of purposeful and respectful language. Multicultural understandings are woven into the fabric of the day through intentional choices of cultural content, teaching materials and opportunities for interaction and dialogue.

Bradley Gill Director of the Lower School

{ } Grade 5 Highlight:

Fifth Graders embark on a leadership program that helps develop a sense of responsibility, motivation and commitment to community service. Students select a non-profit and are mentored by non-profit leaders. Each year culminates with a student presentation about their experience for parents and non-profit mentors.

THE FIFTH GRADE LEADERSHIP PROGRAM DEVELOPS PERSONAL, CLASSROOM, SCHOOL, AND COMMUNITY LEADERSHIP SKILLS, AND OFFERS STUDENTS OPPORTUNITIES TO APPLY AND DEVELOP THEM THROUGH PRACTICAL APPLICATION.

{ } Grade 5 Highlight:

Fifth Grade students additionally participate in a three-day outdoor educational camp at Camp Asbury. This program consolidates the Lower School experience and starts the transition for a student from 5th to 6th Grade.

Campfires and sâ&#x20AC;&#x2122;mores are enjoyed by all!

ACADEMIC PERSPECTIVE

I Lower School Grade 5

The acquisition of basic skills is an important component of a rich and well-rounded primary program. With this foundation, students become more confident learners and effective problem solvers. In an atmosphere that promotes taking safe risks, girls and boys learn to share their understanding and be receptive to creative problem solving - the idea that there is more than one way to come to a solution. Students learn specific problem solving strategies that can be applied and connected to the real world through a variety of experiential learning opportunities. We believe an exemplary program for Grades 3 through 5 challenges students to develop self-awareness as independent learners, assume personal responsibility for academic learning and social behavior, and balance self-interest with active membership in the larger community. With this in mind, the educational experience for Hawken students in Grades 3 through 5 is organized into Three Pillars: Childhood toward Pre-Adolescence; Concrete Operational Thinking toward Abstract Thinking; and Guided Apprenticeship toward Independent Practice.

Our â&#x20AC;&#x2DC;Three Pillarsâ&#x20AC;&#x2122; of Educational Experience 1. Childhood toward Pre-Adolescence (Social/Emotional Development) Students begin to exhibit pre-adolescent attitudes and behaviors, exhibiting an increased awareness of themselves and of the social world around them. These new perspectives yield deep changes in the ways in which students view (and understand/ regulate) themselves, interact with others, and approach learning challenges. 2. Concrete Operational Thinking toward Abstract Thinking (Cognitive Development) Studentsâ&#x20AC;&#x2122;cognitive processes reflect concrete operational thought. Students demonstrate a greater ability to reason logically, apply mental concrete operations to everyday situations and problem solve. Students organize information in more complex ways and can now apply principles or hierarchical classification to the world around them. Some 5th Grade students demonstrate threads of abstract thinking, which will develop more fully as they move into the Middle School years. 3. Guided Apprenticeship toward Independent Practice (Approaches to Learning) Students expand their repertoire of tools and strategies for learning. With supportive instruction and gains in complex cognitive capacity, they begin to access and utilize appropriate strategies in varied learning situations. Students practice skills with greater efficiency and accuracy, approaching learning with increased sophistication and independence.

Curriculum Maps Comprehensive content for each subject area of Hawken Lower School Grade 5

CURRICULUM MAP

I Lower School Grade 5

Language Arts Content

September

October

November

December

Meso-America

Biomes and China

A. Writing • Informative paragraph • Journal writing

A. Writing • Narrative essay

A. Writing • Research essay

B. Reading • Historical fiction text • Literary theme: Coming of Age

B. Reading • Nonfiction Text • Literary Elements: Themes, Mood

C. Grammar • Prepositions • Prepositional phrases • Subject/verb • Compound subjects • Helping verbs

C. Grammar • Infinitives • Imperative sentences • Adverbs • Direct objects • Compound direct objects

C. Grammar • Verbs: Action or linking, auxiliary, Regular and irregular • Contractions • Direct Objects • Predicate Nominatives • Predicate Adjectives

C. Grammar • Subject/Verb agreement • Verb Tenses • Transitive & Intransitive Verbs • Indirect Objects

D. Vocabulary • Meaning from context • Synonyms • Antonyms

E. Spelling

Resources • Secret of the Andes • Easy Grammar Plus • Wordly Wise

Resources • Shipwrecked at the Bottom of the World • Easy Grammar Plus • Wordly Wise Book 2

D. Vocabulary • Meaning from context • Synonyms • Antonyms E. Spelling Resources • Secret of the Andes • Easy Grammar Plus • Wordly Wise Book 2

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Language Arts / Displayed Core Competencies: Differentiates between key and minor events and between literal and inferential interpretations • Identifies main ideas • Writes a short essay that includes topic and connecting sentences and meaningful supportive details • Constructs a meaningful argument by gathering and organizing ideas and applying revision skills • Demonstrates an understanding of a strong written response including clarity,support,use of complete sentences,and proper mechanics • Recognizes and corrects errors in punctuation,sentence structure,and word choice,and uses precise nouns and vivid verbs to clarify meaning.

January

February

March

April

May

Space & Economics

Human Body and Egypt

A. Writing • Narrative essay

A. Writing • Economics essay

A. Writing • Comparison/Contrast essay

A. Writing • Persuasive essay

A.Writing • Expository essay

B. Reading • Science Fiction Text • Literary Elements: Themes (Love, Government, Acceptance), Point-of-View And Perspective

B. Reading • Science Fiction Text • Literary Elements: Themes (Love, Government, Acceptance), Point-of-View and Perspective

B. Reading • Historical fiction, mystery text • Literary themes: Point-ofView and symbolism

C. Grammar • Nouns: Concrete, Abstract, Common, Proper, Singular, Plural and Possessive

C. Grammar • Predicate Nominatives • Appositives • Gerunds

C. Grammar • Interjections • Conjunctions

C. Grammar • Adjectives: Limiting, Function and Descriptive

C. Grammar • Adjectives: Proper, Predicate, and Degrees of Adjectives

D. Vocabulary • Definitions • Meaning from context • Synonyms • Antonyms

D. Vocabulary • Definitions • Meaning from context • Synonyms • Antonyms E. Spelling

E. Spelling

E. Spelling E. Spelling

E. Spelling

Resources • A Wrinkle in Time • Easy Grammar Plus • Wordly Wise Book 2

D. Vocabulary • Definitions • Meaning from context • Synonyms • Antonyms

Resources • A Wrinkle in Time • Easy Grammar Plus • Wordly Wise Book 2

Resources • The Reluctant God • The Egypt Game • Easy Grammar Plus • Wordly Wise Book 2

CURRICULUM MAP

Social Studies Content

September

October

November

December

Meso-America

China: Then and Now

A. Maya • Geography • Timeline • Family • Religion • Government/Cities • Arts & Crafts • Inventions/Technology • Economic System • Language/Writing • Spanish Conquest

A. Inca • Inventions/Technology • Government/Cities • Spanish Conquest

A. Geography • Dynasties • Present day China

D. Government • Dynasties • Communism

B. Economics

E. Social Structure

C. Religion/Philosophy • Taoism • Buddhism • Legalism • Confucianism

F. Technology/Inventions G. Language/Writing • Written characters • Spoken Mandarin

Resources • China • Tao De Ching • A Message of Ancient Days

Resources • China • A Message of Ancient Days • Selected Internet sites

B. Inca • Geography • Timeline • Economic System • Religion • Arts and Crafts Resources • Mayan,Incan,and Aztec Civilizations • Eyewitness Books: Aztec,Inca and Maya • Atlases and Globes

I Lower School Grade 5

B. Aztec • Geography • Timeline • Social Structure • Religion • Inventions/Technology • Government/Cities • Economic System • Arts and Crafts • Spanish Conquest Resources • Mayan,Incan,and Aztec Civilizations • Eyewitness Books: Aztec,Inca and Maya • Atlases and Globes

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Social Studies / Displayed Core Competencies: Develops non-fiction and historical fiction reading comprehension skills • Develops expository writing skills using evidence from a text • Expands note taking strategies to encourage gradual move towards independence • Hones critical thinking skills by considering textual evidence,bias and connections among four strand of social studies • Develops research,map reading,and presentation skills.

January

February

March

April

May

Exchange City Economics

Egypt

A. Wants and Needs

A. Goods and Services

B. Supply and Demand • Data Collection • Analysis

B. Production

A. Employment • Resume • Elections • Classified Ads • Application • Job Interviews

A. Geography • Upper and Lower Egypt • Seasons along the Nile River

A. Government • Egypt’s Crowns • Hatshepsut & Thutmose III • Conquering of Egypt by Kush

C. Scarcity and Abundance Resources • Junior Achievement: Exchange City Edition

C. Division of Labor D. Producers and Consumers • Definition of Consumer • Consumer Decisions E. Money and Bartering F. Banking G. Government Resources • Junior Achievement: Exchange City Edition

B. Personal Finance • Paychecks C. Business Operations • Teamwork • Negotiations • Communication • Business Loans • Marketing and Advertising D. Basic Accounting and Documentation Resources • Junior Achievement: Exchange City Edition

B. Economics • Importance of Meroe C. Religion/Philosophy • Embalming • Egyptian Afterlife Resources • A Message of Ancient Days • Various Theme Related Texts

B. Social Structure • Social Pyramid of Egypt C. Technology • Advances Made Before the Old Kingdom • Achievements of New Kingdom D. Language/Writing • Importance of the Rosetta Stone Resources • A Message of Ancient Days • Various Theme Related Texts

CURRICULUM MAP

I Lower School Grade 5

Mathematics Content

September

October

November

December

Unit 1: Number Theory

Unit 2: Estimation and Computation

Unit 3: Geometry Explorations

Unit 5: Fractions, Decimals, and Percents

A. Rectangular Arrays

A. Addition and Subtraction Number Stories

A. Congruent Triangles

B. Factors

A. Fraction Review B. Properties of Polygons

B. Estimating Time, Distance and Length C. Divisibility

B. Mixed Numbers C. Regular Tessellations

C. Chance Events D. Prime and Composite Numbers

C. Ordering Fractions D. Angles of Polygons

D. Estimating Products E. Square Numbers and Square Roots F. Factor Strings and Prime Factorization

E. Multiplication of Whole Numbers and Decimals

Unit 2: Estimation and Computation

F. Comparing Millions, Billions and Trillions

D. Finding Equivalent Fractions E. Solving Problems Using the Geometry Template

E. Converting Fractions to Decimals F. Converting Fractions to Percents

Unit 4: Division G. Bar and Circle Graphs A. Division Facts and Extensions

A. Addition & Subtraction of Whole Numbers and Decimals

Unit 3: Geometry Explorations

B. Division Algorithms

E. Spelling

A. Exploring Angle Measures

C. Division of Decimal Numbers

Resources • Everyday Mathematics

B. Using a Protractor and Compass

D. Interpreting Remainders

Resources • Everyday Mathematics

H. The Percent Circle: Reading & Making Circle Graphs Resources • Everyday Mathematics

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Mathematics / Displayed Core Competencies: Compares and orders whole and decimal numbers • Computes long division,addition,subtraction and multiplication of decimals • Identifies fraction,percent and decimal equivalencies • Simplifies and adds fractions • Employs and communicates orally and in writing,various problem solving strategies

January

February

March

April

May

Unit 6: Using Data; Addition and Subtraction of Fractions

Unit 7: Exponents and Negative Numbers

Unit 8: Fractions and Ratios (continued)

Unit 10: Algebra Concepts and Skills

Unit 12: Probability, Ratios and Rates

A. Exponential Notation

E. Finding a Percent of a Number

A. Algebraic Expressions

A. Factor Trees

B. Rules,Tables and Graphs

B. Choices,Tree Diagrams and Probability

A. Organizing Data B. Powers of 10 B. Stem-and-Leaf Plots C. Scientific Notation C. Line Plots

F. Using Unit Fractions and Unit Percents to Find a Whole

D. Order of Operations D. Sample Size and Analysis of Sample Data E. Using a Slide Rule to Add and Subtract Fractions

C. Circumference of a Circle C. Ratios of Parts to Wholes D. Areas of Circles

G. Fraction Division E. Adding and Subtracting Positive and Negative Numbers

D. Number Models for Ratio Number Stories Unit 11: Volume

Unit 9: Coordinates, Area, Volume and Capacity

E. Finding Rates A. Geometric Solids

Unit 8: Fractions and Ratios F. Common Denominators

A. Coordinate Graphs A. Comparing Fractions

Resources • Everyday Mathematics

B. Adding and Subtracting Mixed Numbers

B. Areas of Rectangles, Triangles and Parallelograms

C. Fractions of Fractions

C. Volume of Prisms

D. Multiplication of Fractions, Whole Numbers and Mixed Numbers

D. Capacity: Liter, Milliliter, and Cubic Liter

B. Volume of Cylinders, Pyramids and Cones C. Capacity and Weight

F. Collecting, Graphing and Interpreting Data Resources • Everyday Mathematics

D. Surface Area

Resources • Everyday Mathematics

CURRICULUM MAP

Science Content

September

October

November

December

Cells and Heredity

Biomes

A. Animal Cells • Organelles (parts of the cell)

E. Genes/Heredity • Gregor Mendel and Peas • Meiosis • Punnett Squares • Family Traits • DNA

A. Types of Biomes • Temperate Deciduous Forest • Grassland • Tundra • Taiga • Wetlands

Resources • Structures of Life • Holt Science & Technology Cells, Heredity and Classification

B. Characteristics of Biomes • Animals • Plants • Physical Environment • Climate

C. Interdependence

Resources • Missouri Botanical Garden Videos • Theme Related Materials

B. Plant Cells • Organelles (parts of the cell) C. Special Cells • Organelles (parts of the cell) D. Mitosis • Process of Mitosis Resources • Structures of Life • Holt Science & Technology Cells, Heredity and Classification

I Lower School Grade 5

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Science / Displayed Core Competencies: Conducts a controlled experiment using variables,graphs and metric measurements • Develops investigation strategies and collaborates to develop a design • Researches tropical rain forests using the internet,library and other sources • Designs and builds devices that accomplish stated goals relating to color,light and vision • Identifies renewable and non-renewable energy sources and addresses current political issues relating to solar energy.

January

February

March

April

May

Space

The Human Body

A. The Solar System • Size • Planets

A. The Solar System • Natural satellites • Phases of the moon

A. The Skeletal System

A. The Cardiovascular System

B. The Muscular System

B. The Nervous System

Resources • Various theme related texts

A. Astrobiology • Conditions for life • Habitability of planets • Biological adaptations • Life on other worlds

C. The Digestive System

C. Ancient Egyptian Mummies

Resources • Life on Earth and Elsewhere: NASA Astrobiology Institute Educator Resource Guide • NASA Astro-Venture website • Various theme related texts

Resources • Various theme related texts

CURRICULUM MAP

I Lower School Grade 5

World Language Content (Spanish)

September

October

November

December

Back to School

Unit One: Meso-America

Unit Two: Bolivia (November and December)

A. Learning Strategies • Risk Taking • Class Unity • Context Clues • Visual Clues • Comprehension • Strategies • Vocabulary Strategies • Listening Skills

A. Content • Aztec • Maya

A. Vocabulary • Colors • Transportation • Fruits and Vegetables • Clothing • Months, Seasons and Weather

B. Connections • Map Skills

C. Culture • Folk Art

Resources • Theme Related Materials

B. Culture • Days of the Dead Resources • Theme Related Materials

B. Classroom Vocabulary Unit One: Meso-America A. Content • Indigenous Groups • Map Skills B. Culture • Mexican Independence Day • Mexican Folk Art Slide • Presentation-Art Museum Resources • Theme Related Materials

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 World Language (Spanish) / Displayed Core Competencies: Responds appropriately to greetings,commands,questions and dialogues • Describes feelings and background information • Writes a paragraph using adjectives • Reads conversational skit scripts and description of physical features and personalities • Identifies aspects of daily life and culture in Spanish speaking countries.

January

February

March

April

May

Bolivia

La Banda Oaxaca

Puerto Rico

A. Content • Months • Seasons • Weather • Clothing • People • Languages • Shapes/Sizes/Colors

A. Content • The Biomes • Nature Terms • Animals • Question Words

A. Content • The Environment-Mexico • Animals Of Mexico • Adjectives • Question Words

A. Content • Musical Instruments • Currency • Comparatives • Adjectives • Question Words

A. Content • Puerto Rico • Geographical Terms • Rain Forest • People

B. Culture • el arte de Oaxaca

B. Culture • Languages and People

Resources • The Language of Folk Art • Miraflores Abrir Paso

Resources • The Language of Folk Art • Miraflores Abrir Paso • Un Dia Caluroso • Amigos

B. Culture • la musica de Oaxaca Resources • The Language of Folk Art • Miraflores Abrir Paso • Mariachi Movie

B. Culture • Puerto Rico and El Yunque Resources • The Language of Folk Art • Miraflores Abrir Paso • El Coqui Song

CURRICULUM MAP

I Lower School Grade 5

World Language Content (Mandarin Chinese)

September

October

November

December

Back to School

Unit One: sample Content

Unit Two: sample Content (November and December)

A. Learning Strategies • Risk Taking • Class Unity • Context Clues • Visual Clues • Comprehension • Strategies • Vocabulary Strategies • Listening Skills

A. Content • Content Sub-topic • Content Sub-topic

A. Vocabulary • Colors • Transportation • Fruits and Vegetables • Clothing • Months, Seasons and Weather

B. Connections • Map Skills

C. Culture • Folk Art

Resources • Theme Related Materials

B. Culture • Cultural Sub-topic Resources • Theme Related Materials

B. Classroom Vocabulary Unit One: sample Content A. Content • Indigenous Groups • Map Skills B. Culture • Cultural Sub-topic • Cultural Sub-topic • Presentation: Art Museum Resources • Theme Related Materials

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 World Language (Mandarin Chinese) / Displayed Core Competencies: Advances knowledge of grammatical sentence structure • Uses increasingly varied sentence structure to describe self and others • Reads paragraphs • Writes Chinese characters • Further explores Chinese culture,traditions and celebrations.

January

February

March

April

May

Featured Content

A. Content • Months • Seasons • Weather • Clothing • People • Languages • Shapes/Sizes/Colors

A. Content • The Biomes • Nature Terms • Animals • Question Words

A. Content • The Environment-China • Animals of China • Adjectives • Question Words

A. Content • Musical Instruments • Currency • Comparatives • Adjectives • Question Words

A. Content • Beijing • Geographical Terms • People • Indigenous Groups • Manufacturing/Export

B. Culture • Cultural Sub-topic

B. Culture • Languages and People

Resources • Specific Chinese Resource • Specific Chinese Resource • Specific Chinese Resource

CURRICULUM MAP

I Lower School Grade 5

Visual Arts Content

September

October

November

December

A. Matisse • Abstract Art (cut paper)

A. Columbus Day • 3D Paper Sculpture

A. Voting & Elections • Americana

A. Perspective • Drawing Technique (one-point perspective)

B. Inca, Maya, Aztec Culture • Mosaics • Jewelry Making • Andean Textiles • Glyphs

B. Nature Journal • Illustration Styles (pen and ink) • Grayscale Shading Techniques

B. China • Paper Sculpture • Calligraphy • Portraiture • Visual Poetry • Theater Masks

C. Harvest Day • Folk Art

B. “Shipwreck” • Illustration Technique (watercolor) C. The Holidays • Monoprinting • Ornament (surface design)

Grade 5 Visual Arts / Essential Questions • • • • • • 18

How are the visual arts a reflection of history, culture, personal and societal goals, and the universal need to communicate? What art materials allow the students to best explore the ideas presented to them? How do students coordinate their hands and minds in explorations of the visual world? What choices enhance the communication of their ideas? What conditions promote natural inquisitiveness, the value of persistence, risk taking, focus and attention, and respect for achievement? What opportunities allow for expression, exhibition and performance?

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Visual Arts / Displayed Core Competencies: Expresses imagination through more complex methods • Begins to show a degree of craftsmanship • Demonstrates ability in design by variation in lines,shapes,color,sizes and textures • Applies the basic design principles of balance,repetition,dominance,accent and unity • Explores sculpting methods • Draws two-point perspective with a variety of ground levels • Works with complementary colors to create a mood • Produces simple,practical layouts • Studies artistic accomplishments of contemporary,historic and prehistoric cultures.

January

February

March

April

May

A. Perspective • Drawing Technique (two-point perspective)

A. Outer Space • “Air-brush”Painting • Landscape Drawing • Paper Sculpture

A. Outer Space • “Blueprint”Drawing

A. Egypt • Frontilism

A. Cinco de Mayo • Folk Art (Papel Picado and jewelry)

B. Egypt • Hieroglyphics • Sculpture • Amulets and Jewelry

B. “Wrinkle in Time” • Drawing (movie poster)

B. China • Tangram Puzzle • Calligraphy C. Abstract Expressionism • Jackson Pollock

B. Pop Art • Roy Lichtenstein

B. Mother’s Day • Watercolor Illustration

C. Surrealism • Collage

C. Visiting Artists

D. Human Body • Medical Illustration

D. Sun Safety • Poster Drawing

CURRICULUM MAP

Performing Arts Content

September

October

November

December

Musical Beginnings - Beat

Musical Timbre - Orchestra

Musical Expression

Score Reading

A. Singing • Song Repertoire

A. Instrument Playing • Ensemble

A. Singing Skills • Tonal Accuracy

A. Instrument Playing • Barred Instruments

B. Rhythmic Literacy • Syncopation • Syncopated pattern

B. Melodic Literacy • Do Re Mi Fa So La Ti Do

B. Rhythmic Skills and Literacy • Syncopated Patterns

B. Melodic Literacy • Do Re Mi Fa So La Ti Do • Major Scale

C. Meter • Compound Meter

C. Expression • Expression Markings

C. Classroom Instrument Timbre • Non-Pitched Percussion Classification • Barred Instrument Classification

I Lower School Grade 5

D. Form • 12 Bar Blues Form

C. Score Reading • Notation Terms / Symbols • Multi-part Score

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Performing Arts / Displayed Core Competencies: Indentifies pitch/melodic dictation • Recognizes tempo,AABA form,rhythmic patterns,Renaissance vocal and instrumental style,vocal timbre,and families of instruments • Distinguishes between pentatonic and major and minor scales • Performs two-part harmony,accompaniments on folk and Spanish instruments,solo and ensemble singing.

January

February

March

April

May

Harmony

Composition

Improvisation

Musical Patterns - Form

Audience Behavior

A. Harmony • Tonic • Dominant • Sub-dominant • Triad Chords

A. Composition • Pentatonic Melodies and Accompaniments

A. Improvisation • Melody based on Tonic and Dominant

A. Expression and Style • Song Comparison as a Class

A. Expression and Style • Song Comparison Independently • Patriotic Music

C. Expression and Style • Music from Diverse Cultures - China

B. Harmony • Spell I and V chords in C, F and G

B. Form • Repetition and Contrast of Phrases

B. Instrument Playing • I , IV,V Chord Accompaniment

C. Expression and Style • Music from Diverse Cultures - Ireland

B. Literacy Review • Melodic Material • Rhythmic Material C. Audience Behavior • Attend • Applaud • Appreciate • Allow

CURRICULUM MAP

Physical Education Content

September

October

November

December

Flag Football

Soccer

Presidential Fitness Testing

Basketball

A. Review Skills (3-5) • Running strategies • Passing strategies • Blocking strategies • Kicking

A. Review Skills • Kicking - right and left • Punting • Dribbling • Shooting • Passing • Game Rules

A. Individual Physical Challenges • Sit-ups • 50 yard dash • Long Distance Run • Shuttle Run • V-Sit/Reach • Push Ups • Standing Long Jump

A. Individual/Partner Skills • Dribbling • Shooting • Lay-ups • Free-throws • Passing

B. Team Play • Squad assignments • Team play strategies • Intermural play • Tournament

I Lower School Grade 5

B. Competition • Squad selection • Team play strategies • Intermural Play • Tournament

B. Competition • Team play strategies • Intermural play • Tournament

Note: While units described are depicted monthly for organizational ease, coursework may progress transitionally according to class dynamics and the educators’discretion.

Grade 5 Physical Education / Displayed Core Competencies: Focuses on specific skill activities taught and applied to games • Incorporates fitness focus in each unit of instruction • Contains two units of swimming with a focus on water safety,survival techniques, and team building activities • Utilizes intramural program to give students the opportunity to implement,in a competitive situation,the knowledge and skills acquired in the instructional phase of the program, and also enhances the values of team play,sportsmanship and fair play.

January

February

March

April

May

Basketball

Volleyball

Field Hockey

Softball

Presidential Fitness Testing (Final Test)

A. Individual/Partner Skills • Dribbling • Shooting • Lay-ups • Free-throws • Passing

A. Individual/Partner Skills • Setting • Bumping • Serving

A. Review Skills • Stick handling • Shooting • Dribbling

B. Team preparation • Rotating • Court awareness • Game rules

B. Team Preparation • Field awareness • Game rules

A. Individual/Partner Skills • Catching • Throwing • Batting • Fielding • Running bases • Game rules

B. Competition • Team play strategies • Intermural play • Tournament

C. Competition • Squad selection • Team play strategies • Intermural play • Tournament

B. Competition • Squad selection • Team play strategies • Intermural play • Tournament

A. Individual Physical Challenges • Sit-ups • 50 yard dash • Long Distance Run • Shuttle Run • Pull Ups (replaces V-Sit/Reach) • Push Ups • Standing Long Jump

TECHNOLOGY OVERVIEW

I Lower School Grade 5

There are few, if any, fields as dynamic as the field of technology. But change doesn’t have to be the only constant. At Hawken, we organize our use of technology around clear, broad themes that remain relevant even as particular tools and technologies emerge, evolve, and evaporate. Our approach thoughtfully balances stable ideas and principles with the flexibility to capitalize on an ever-widening stream of possibilities. The following core values guide our use of technology at all divisions: •

Technology is in the hands of our students

•

We emphasize producing over receiving information

Intuitive. Interactive. Application Driven. About our use of technology: •

Technology feels natural and integrated into other subjects

•

Technology promotes student engagement and creativity

•

Technology helps us to better understand our learners

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Technology is woven into the fabric of our school culture

While these principles guide our school-wide technology trajectory, we believe many of the design choices (hardware, software, skills of focus) are much better made at each division of the school. The way we use technology is matched appropriately to developmental needs. For Preschool through Grade 5, we choose technology that is intuitive, interactive, and application driven. With this in mind, iPads are a good fit in the Lower School Division because their design is premised on simplicity. The touchscreens make these devices highly interactive without requiring the fine motor skills needed to use a stylus. At this level, skills are emerging more independently. Applications targeting specific skills (reading, math operations, music note reading) allows us to address the specific needs of our students without being overly coordinated. For teachers of Lower School students, images, video and audio recordings help us to capture key signs of development in many domains.

CENTRAL TO HAWKEN’S MISSION IS OUR PROMISE TO “PREPARE STUDENTS TO NAVIGATE A COMPLEX AND DYNAMIC WORLD WITH SELFCONFIDENCE AND DETERMINATION; EMBRACE CHALLENGES WITH DISCIPLINED ANALYSIS AND CREATIVITY; AND ENGAGE OTHERS WITH EMPATHY AND INTEGRITY.” THE FULFILLMENT OF THIS PROMISE HAS EARNED HAWKEN A NATIONAL REPUTATION FOR EDUCATIONAL EXCELLENCE AND INNOVATIVE PROGRAMMING.

“FORWARD-FOCUSED” PREPARATION FOR THE REAL WORLD

Our Purpose Holds Us to a Higher Challenge. We prepare students for the future, with character as an intended classroom purpose. Throughout our curriculum, we have woven opportunities to develop character skills, from community service learning projects in the Lower School to the 12th Grade Peer Leadership program. Although there are specific programs that encourage character development and leadership, and a school-wide array of partnerships with area service organizations, we are committed to a diverse campus where expression of character is expected and maintained. We actively accept our responsibility as educators to encourage the “better self” in all of our students, and to help them develop the skills needed for respectful and effective discourse and interaction, regardless of gender, race, religion or socio-economic status. All Lower School students participate in multi-age, inclusive group activities that celebrate individual differences and the richness of cultures contained within our community. Each grade level in the Lower School has an ongoing relationship with an established local community service group. This provides service learning opportunities such as making blankets for hospitalized children, providing clothing and personal items for families in need, and volunteering at a local food bank. Students also share responsibility for the maintenance of the school’s Eco Garden and the collection and sharing of produce with our local community and dining facilities. The Student Committee gives Grades 3-5 an opportunity to work together on Lower School service learning projects. Chosen representatives from each grade level meet weekly to plan upcoming events. They become their classmates’ambassadors as projects unfold, and are provided with an excellent introduction to community decision making, in a format that nurtures multi-grade level friendships. The 5th Grade leadership program develops personal, classroom, school, and community leaderships skills, and offers students opportunities to apply and develop them through practical application.

At Hawken School, we are committed to providing an atmosphere where the timeless values of character, empathy, and respect are just as important and expected as academic excellence.

HAWKEN s

Lyndhurst Campus Lower School: Preschool - Grade 5 Middle School: Grades 6 - 8 5000 Clubside Road Lyndhurst, Ohio 44124 440.423.2950

Gates Mills Campus Upper School: Grades 9 -12 PO Box 8002 Gates Mills, Ohio 44040 440.423.2955

WWW.HAWKEN.EDU

I Get Ready.