Curriculum Guide - Lower/Middle School by The Ensworth School

2 0 14 | 20 1 5

ENSWORTH

Curriculum Guide Lower/Middle School

Curriculum Guide 2014 - 2015

CONTENTS Overview........................................................................................................................ 3 English............................................................................................................................ 5 Mathematics..............................................................................................................10

Foreign Language.....................................................................................................17

Social Studies............................................................................................................ 23

Science......................................................................................................................... 29

Fine Arts.................................................................................................................... 34

Life Class.................................................................................................................... 47

Service Learning.......................................................................................................51

Physical Education..................................................................................................53

Technology.................................................................................................................57

Mission and Vision Statement......................................................................... 64

Red Gables Campus Overview Lower School Confidence, character and a love for learning grow day by day in Ensworth’s Lower School. Through close partnership with families, teachers work to understand, to guide, and to nurture their students. By celebrating and encouraging areas of strength while addressing those needing development, teachers and parents work together on behalf of each child. Skills in reading, writing, and mathematics are the solid foundation for future academic achievement, but the Lower School experience only begins there. Children use their skills to think creatively and to work cooperatively. They learn to recognize that there is a wider world where they can offer meaningful service. Lower School teachers support their students while challenging them to grow as, day by day, the exciting future unfolds for these men and women of the 21st century.

Middle School When young people enter sixth grade, they are children—physically, emotionally, and intellectually. When they leave eighth grade, they are rapidly moving into young adulthood. What happens during those intervening three years can shape their whole lives. This is why every teacher in Ensworth’s Middle School is dedicated to adolescent education. Middle School teachers work together across disciplines to teach an integrated curriculum that builds and reinforces key skills. Teachers and advisors work with students to develop organizational and study skills. The program emphasizes students’ taking responsibility for their work and for their actions as the school seeks to develop young adults who are personally accountable and responsible citizens in their communities as well as learners prepared for further educational experiences.

English Lower School Pre-First Grade The academic program of pre-first grade introduces children to letter shapes and sounds, blends of letters, as well as sight words for reading and writing. Using both a whole language and phonics-based approach, children are empowered to unlock the connection between the words they hear and those they encounter in print. Writing activities include dictating stories, drawing picture and word stories, and writing words and stories using phonetic spelling. The childrenâ&#x20AC;&#x2122;s day is full of experiences in listening and speaking. They also begin to learn and practice handwriting for creating their own books.

First Grade The first grade teachers work with a shared reading assistant to monitor each studentâ&#x20AC;&#x2122;s progress. The classrooms are filled with attractive books of every genre, and children are guided in their selections so that they have the opportunity to build fluency and comprehension by constant practice. They also have many avenues for expressing their own imaginative and realistic ideas in writing of different types. Journals, self-created books, illustrated pages, and stories all allow a range of written expression. First graders continue to practice correct manuscript writing in their work. They use phonics skills and various spelling strategies for weekly study and tests. They are encouraged to grow in their ability to speak in a group through morning meetings and sharing times with their classmates.

Second Grade

Third Grade

With careful teacher guidance, second graders learn how to select reading-level appropriate books in a wide variety of genres. Their genuine love for reading is encouraged and cultivated through one-on-one conferences about their current books. Teachers are able to assess the childrenâ&#x20AC;&#x2122;s vocabulary and comprehension development by hearing individual children read regularly. Spelling is tested through phonicsbased word lists. The development of reading and writing skills is a key focus of second grade. As the children read from a wide variety of books, both fiction and non-fiction, they often incorporate the styles, story lines, characters, and plots into their own writing. They share their work with classmates through selfmade books they have edited and illustrated. Second grade is the year in which children move more consistently from manuscript to cursive writing. Through the course of grade two, children grow tremendously in their ability to express their creative thoughts and ideas through writing as well as to summarize and note information they have gathered from non-fiction reading.

Reading remains a center of the third grade curriculum. The students are very capable readers, and they know well how to choose books that will interest and stimulate them. Individualized reading instruction continues to support and encourage each child at an appropriate level, where the difficulty of the text is enough to build confidence but not enough to frustrate. Third graders are ready to begin reading and discussing a book that all are reading. Reading in the whole-class book is often assigned for homework, and the students may be asked to answer questions about the text. The third gradersâ&#x20AC;&#x2122; writing also takes a major step forward during this year. With guidance, students learn to identify and summarize the main points in non-fiction text. They begin the process of gathering information for factual reports and projects, often done with a small group. Their creative writing is seen in the many stories, self-created books, and poems they produce.

Fourth Grade The fourth grade language arts curriculum is designed to improve each studentâ&#x20AC;&#x2122;s reading and writing skills and to further develop a love of reading and writing. Fourth graders read a variety of novels as a class in order to improve their comprehension and ability to think critically. Independent reading is also expected and encouraged. Students delight in sharing titles through discussions, projects, and presentations. Writing is an integral part of fourth grade language arts. Children grow as writers as they learn to communicate and support their ideas in organized paragraphs. They gain experience writing in a variety of forms, including journals, novel responses, songs, poems, letters, stories, and research papers. Vocabulary is selected from class novels, and children take ownership of words as they hear them, see them, and use them in their own writing. Students learn basic grammar terminology and editing for grammar, spelling, and mechanical errors is a daily process. The teachersâ&#x20AC;&#x2122; enthusiasm for good books and writing is infectious in this program that nurtures reading, writing, thinking, and imagining.

Fifth Grade The fifth grade curriculum includes the study of literature, creative and expository writing, vocabulary, and grammar. Students consistently read both non-fiction and fiction in class. Many of the class novels are integrated with our social studies units to form an integrated humanities course. Other novels are chosen to inspire and challenge readers. Teachers focus on the authorâ&#x20AC;&#x2122;s craft, the elements of fiction, and reading for information. Poetry is taught to expose our learners to this genre of literature and to provide models for their own creative writing. Additionally, students lead book group discussions, and teachers read aloud regularly. Reading is at the center of our English program, and students

enjoy time for independent reading, selecting books from extensive classroom libraries and the Ingram Library collection. Students are expected to meet independent reading goals and recommend books to one another. Vocabulary, mechanics, usage, and grammar lessons are explicitly taught. Students find and discuss examples of these lessons in literature and apply the lessons to their own writing. Highlights of the fifth grade writing experience include: personal narrative stories, descriptive writing, mini-research projects, expository pieces, persuasive writing, and literary responses. Fifth grade students move selected pieces through the writing process and publish their work. 7

English Middle School Sixth Grade The sixth grade English curriculum consists of four very distinct, yet closely related components: reading, writing, vocabulary and grammar. By reading award-winning novels and works of non-fiction, students are able to develop an enthusiasm and appreciation for literature. Developing critical and analytical thinking skills is a major focus of the writings and discussions about the literature. Free reading is encouraged through classroom libraries, time provided for reading, and a weekly library class. Writings focus on explanation and thoughts generated from the literature read. Relating experiences of

the characters to experiences in the students’ lives furthers understanding of the material studied. Formal writing assignments include narratives, descriptive, expository, and persuasive pieces. Vocabulary words are generated from the novels being read in class as well as vocabulary resource books. Sixth grade grammar is an overview of parts of speech, a complete basic grammar course. All grammar lessons are used in coordination with the writing program in order to enhance the students’ writing and sentence structure.

Seventh Grade The heart and soul of the seventh grade curriculum is reading and writing. Students read between six and eight novels and non-fiction pieces a year. Students are asked to write frequently. These writings are often in response to the previous night’s reading, and students are graded on their reading comprehension as well as their ability to make connections, draw conclusions, and write cohesively and effectively. These writings also help students focus their thoughts during class discussions. Mechanics, usage, and grammar instruction emphasizes improving the quality of students’ writing. Vocabulary words are drawn from the class novels, as well as other resources, so that students can see the words used in a meaningful context. Library period once a week, classroom libraries, and time provided for reading encourages reading for pleasure. Creative writing takes many forms throughout the year. Seventh grade students are well versed in the writing process. 8

Eighth Grade The eighth grade English curriculum celebrates good books and the excellent discussions and writing activities they inspire. A variety of young adult novels and classics, as well as works of non-fiction are the center of the curriculum. Students write short stories, poetry, and a variety of expository, descriptive, and persuasive writings. Term papers inspired by their study of the Holocaust are written prior to the annual eighth-grade trip to Washington D.C. and help make their visit to the United States Holocaust Memorial Museum memorable. Reading for pleasure is encouraged through classroom libraries, time provided for reading, and a weekly library class. Vocabulary study is rooted in the class readings with special attention paid to figuring out the meaning of words from context clues. Additional resources are used to further strengthen studentsâ&#x20AC;&#x2122; vocabulary. Mechanics, usage, and grammar instruction emphasizes improving studentsâ&#x20AC;&#x2122; writing skills. Writing is at the heart of this literature-based program where reading, writing, thinking, and imagining are encouraged.

English Faculty Michelle Chang, Department Chair Abby Davis Megan Florentine

Amy Rich Robin Smith Tua Bultje

Cris Hempel Amanda Hufstedler Sukey Johnson Kathy Jones Karen Kanuch Anna VanDerVoort Jennifer Budde Jennifer LeDuc Jason Maxwell Camy Sanchez Dr. K.K. Wynn Jamie Heard

Barbara Royse Debbie Schuld Virginia Voigt Whitney Earhart Bev Roberts Kelly Goorevich Brooks Corzine Dee Dee Little Becky Reiser Dean Schneider Tim Wallace Leslea Gaines, Librarian

Hope Moeller

Debbie Sandwith, Librarian

Mathematics Lower School

Middle School students make extensive use of the graphing calculators in all phases of mathematics. Uses include graphing, checking answers, solving various types of sentences, and working with descriptive statistics. Software allows a working image of the calculator to be displayed on the interactive board, further increasing the understanding of the calculator and the concepts it reinforces.

Pre-First Grade The mathematics program offers real-life experiences toward a developing understanding of one-toone correspondence and the more abstract principles behind our number system. Much time is spent investigating patterns and making comparisons and predictions. Children work on numeral writing and learn some basic addition and subtraction in addition to many activities based on the calendar.

Every math classroom in grades four through eight has an interactive board allowing the teacher or students to write electronically and then save, print, or publish the results.

In grades 1-5, math is taught using the concepts, strategies, and texts of the Primary Mathematics program known as â&#x20AC;&#x153;Singapore Math.â&#x20AC;? Students gain a deep understanding of the principles of mathematics through model drawing, mental math, and problem solving.

The mobile computer labs and middle school Laptops are utilized for spreadsheet and interactive software. Special geometry software is used as well as software that enables communication between the calculators and computers for printing and other tasks. IXL, an interactive subscription website providing many practice problems on a variety of topics, has been added. Students use this website both at home and at school.

First Grade Math skills also continue to grow rapidly during the first grade year. The children become more adept at counting to higher numbers; understanding addition and subtraction properties, along with those of place value; recognizing coins; telling time and measuring accurately. The curriculum reinforces previ10

Fourth Grade

ously taught skills as it introduces new ones, and teachers supplement this work with many experiences with math manipulatives and hands-on learning.

The fourth grade math curriculum provides the students opportunities to apply the skills learned in the lower grades. Developing problem solving techniques is, therefore, a primary goal. Previously-learned skills are extended, including basic whole number facts, rounding, estimating, and working with place value, geometric figures, and fractions. Multiplication by two digits is introduced as well as long division with twodigit divisors and with remainders. Both fourth and fifth grade materials are used throughout the course.

Second Grade In second grade math, key skill areas are introduced and practiced throughout the year so that review and new material are combined. Important concepts and mathematical thinking are reinforced in many ways. The students work to learn addition and subtraction facts, develop estimation and measurement skills, and become proficient telling time and counting money. All of this work is supplemented by projects and hands-on activities to meet the different learning styles of the students.

Fifth Grade The emphasis of fifth grade math is on basic operations with whole numbers, fractions, and decimals. Problem solving is presented as an opportunity to apply the concepts covered. Number theory is introduced as a tool for working with fractions. The geometric ideas of polygons and their perimeters and areas are reinforced, as well as an introduction to volume.

Third Grade In grade three, the students are ready to make their mastery of basic facts, including those of multiplication and division, more automatic. They consolidate and practice all skills previously learned to increase their understanding of patterns and procedures. Previously-learned concepts are reviewed and extended while new ones are introduced. Students begin to work with fractions as they continue to practice with multidigit numbers in the four processes. Word problems are also increasingly important in the third grade math curriculum. 11

Mathematics Middle School Sixth Grade Math 6 Sixth graders begin the transition from concrete to abstract thinking by examining patterns and modeling with manipulatives. Algebraic concepts provide many opportunities for independent thought. Proper mathematical terminology is stressed through daily reinforcement. A primary goal is to achieve competence with integer operations. Fraction and decimal operations are reviewed, and proportional thinking is developed by examining ratios and percents. Also reviewed are the geometric concepts of perimeter, area, and classifying polygons.

Sixth Grade Math 6 Plus The Sixth Grade Plus course covers the same basic concepts that are covered in sixth grade math, but in greater depth. More emphasis is placed on algebraic thinking and applications of concepts. A primary goal is to develop algebra readiness. Topics include operations with rational numbers, solving equations, ratios, proportions, and percent. Critical thinking and problem solving are fundamental to the study and development of all concepts. Successful completion will prepare the student for Math 7 Plus or, if demonstrates readiness, Algebra 1 (determined by a placement test).

Seventh Grade Math 7 Seventh grade math is a pre-algebra curriculum focusing on mastery of basic operations within the set of real numbers. Included is an emphasis on proportional thinking, linear functions and graphing, plane and solid geometry, probability and statistics. The TI-Nspire graphing calculator is introduced and used to develop connections between tables, graphs, and equations.

Seventh Grade Math 7 Plus The Seventh Grade Plus course covers all of the Pre-Algebra topics of seventh grade math but in greater depth. Advanced topics include exponents, roots, and scientific notation; solving and graphing equations and systems; threedimensional geometry and formulas; and measures of central tendency and variation. Successful completion will prepare the student for Algebra I Honors in eighth grade.

Seventh Grade Algebra I Honors

The Honors Algebra I curriculum covers all of the topics of Algebra I but in much greater depth. Advanced topics include solving systems by matrices, factoring in the real and complex number systems, extensive applications, and advanced calculator techniques. The student successfully completing this course will be prepared for an advanced study of Geometry or Honors Integrated I.

Eighth Grade Preparation for Algebra

The Preparation for Algebra curriculum is designed to provide students with the skills needed for success in ninth grade Algebra I. Points of emphasis include solving many types of sentences, graphing skills, operations with the rational number system, recognition and use of various properties, and the use of proper terminology. Algebraic shorthand and manipulation of symbols are stressed.

Eighth Grade Algebra I

Eighth grade math is designed as a full year credit course in Algebra I. All of the basic concepts of Algebra I are presented, including solving, graphing, and writing linear and quadratic equations and inequalities, polynomial operations and factoring, systems, radical expressions, and rational expressions. The graphing calculator is used to reinforce and check all concepts. Logical and critical thinking are emphasized through applications. The student successfully completing this course will be prepared for a course in Geometry or Integrated I.

Eighth Grade Algebra I Honors

Mathematics Faculty Gretchen Thompson, Department Chair Abby Davis Megan Florentine Cris Hempel Amanda Hufstedler Sukey Johnson Kathy Jones Karen Kanuch Anna VanDerVoort

Jennifer Budde Jennifer LeDuc Camy Sanchez Dr. K.K. Wynn Jamie Heard Hope Moeller Amy Rich Robin Smith Tua Bultje Barbara Royse

Debbie Schuld Virginia Voigt Chris Champion Adam Sherland Tiffany Dale Barb Daugherty Leigh Bybee Edd Caudill Melissa Fogaros

Foreign Language Lower School

Chinese, Spanish The primary focus of foreign language instruction at the early elementary level is the development and nurture of the essential linguistic skills needed for meaningful communication in a target language. Chinese and Spanish classes meet twice during each schedule rotation for all grades. These twenty minute exposure-based lessons give the students the opportunity to learn vocabulary and grammar through aural/oral activities which develop their ability to listen, to speak, and to acquire language-specific phonetics and syntax. As the students move from one grade level to the next, new topical vocabulary is added in a progressive and sequential manner to expand and enhance authentic conversational speech patterns and to develop individual proficiency. The students also learn about the history and culture of the peoples who speak Chinese and Spanish.

Middle School

Sixth Grade Latin Foreign language in the sixth grade is an introduction to Latin, which intentionally focuses on the development of a student’s ability to explore and to draw conclusions about the structure of language. Students will examine and analyze the broad spectrum of “language,” while focusing on “how” to learn a foreign language. This process will enhance their ability to be successful learners in any language class. Topics covered include grammar concepts, spelling, word order, singular and plural, verb conjugation, declension, vocabulary acquisition, negatives, interrogatives, and the existence of exceptions in Latin. Students are also introduced to the proficiency expectations of studying a foreign language and will earn academic, effort, and consideration grades. At the end of the sixth grade, the students make a two-year foreign language commitment to study the Level I curriculum in Chinese, Latin or Spanish. They will be ready to advance to Level II in that language in the ninth grade if they meet the academic requirements for advancement. 17

Seventh Grade Chinese

This course covers the first half of the Chinese I curriculum. Students continue to develop the essential linguistic skills required for oral/aural proficiency, and they begin to acquire and master the skills needed to read and write in Chinese. The structure of the class focuses on learning the basic grammar and vocabulary elements by studying the language in authentic contexts using simplified Chinese characters and Pinyin. Oral/aural drills, role-playing skits, group activities, conversation, multi-media resources, and realia are used to reinforce individual and collaborative effort. Students also develop an introductory understanding of the history and culture of China. They celebrate the Mid-Autumn Festival in October and Chinese New Year in February.

Seventh Grade Latin This course covers the first half of the Latin I curriculum. Students are introduced to basic vocabulary, grammar, and syntax in preparation for the translation of elementary texts. Reading and writing skills are emphasized as the students build a foundation for future study. Oral drills, group activities, multi-media resources, and realia are used to reinforce individual and collaborative effort. The study of Roman history and culture complements the exploration of the structure of the language. The students take the appropriate level of the National Latin Exam in March, and they celebrate the Founding of Rome with â&#x20AC;&#x153;Toga Dayâ&#x20AC;? in April.

Seventh Grade Spanish This course covers the first half of the Spanish I curriculum. Students continue to develop the essential linguistic skills required for oral/aural proficiency, and they begin to acquire and master the skills needed to read and write in Spanish. The structure of the class focuses on learning the basic grammar and vocabulary elements by studying the language in authentic contexts. Oral/aural drills, role-playing skits, group activities, conversation, multi-media resources, and realia are used to reinforce individual and collaborative effort. Students also develop an introductory understanding of the history and culture of the global Hispanic community. The students take the appropriate level of the National Spanish Exam in March, and they celebrate Spanish holidays. 18

Eighth Grade Chinese This course covers the second half of the Chinese I curriculum. Students will further develop the four essential linguistic skills of listening, speaking, reading, and writing by expanding the grammatical structures and vocabulary studied in the seventh grade. The ongoing mastery of simplified Chinese characters and Pinyin introduced at each level is essential for future success in Chinese. Oral/aural drills, oral presentations, role-playing skits, question and answer practice, conversation, compositions, group activities, multimedia resources and realia are utilized to reinforce grammar concepts and sentence structure. Individual and collaborative efforts are essential factors for the development of proficiency. Students also continue to explore the history and culture of China, and they celebrate the Mid-Autumn Festival in October and Chinese New Year in February.

Eighth Grade Latin This course covers the second half of the Latin I curriculum. Students will further develop their linguistic proficiency through the study of vocabulary, grammar, and syntax as they translate elementary Latin passages which are increasingly complex. Oral drills, group activities, multi-media resources, and realia are used to reinforce the students’ ability to read and write in Latin with confidence and accuracy. Roman history and culture are explored through excerpts of authentic Latin texts. Individual and collaborative efforts are essential factors for the development of proficiency. The students take the appropriate level of the National Latin Exam in March, and they celebrate the Founding of Rome with “Toga Day” in April.

Eighth Grade Spanish This course covers the second half of the Spanish I curriculum. Students will further develop the four basic linguistic skills of listening, speaking, reading, and writing by expanding the grammatical and vocabulary elements learned in seventh grade. Oral/aural drills, oral presentations, role-playing skits, question and answer practice, conversation, compositions, group activities, multimedia resources, and realia are utilized to reinforce grammar concepts and sentence structure. Individual and collaborative efforts are essential factors for the development of proficiency. The students’ understanding of Hispanic culture will become more complex as they develop their skills. The students take the National Spanish Exam in March and celebrate Spanish holidays. 19

Foreign Language Faculty Nancy Scoville, Department Chair Bea Biron Meg Cooper Kelly Gould Caitlin Harris Trey House Nigel Lloyd Grace Tseng

Social Studies Lower School

Pre-First Grade Social Studies concepts are touched upon across the curriculum. Early in the year, focus is placed on creating friendships, treating others with respect, learning to articulate needs in appropriate ways, and becoming productive members of a community. Students are also given ample opportunities to practice skills of communication and cooperation. This foundation was built to further an understanding of community, by giving students roles and learning experiences within the classroom that foster responsibility, selfcontrol, and independence. Students also study houses, homes, and neighborhoods in all their varieties as well as important spaces within those neighborhoods. Students learn to process this information through different mediums of comparison. Pre-first graders begin with themselves and their immediate communities and use these as pivot points from which to make connections with each other, with literature they read, between the subjects that they study, and with the world at large.

First Grade Social Studies themes and skill development are woven into reading and writing throughout the year, with a particular focus on cultural and family traditions, important individualsâ&#x20AC;&#x2122; contributions to our country, map study, health and safety, plants, and pet care. This latter subject relates well to the first grade community service project, which begins with the annual Pet Show and the collection of animal food to be shared with a local humane shelter. Children will also learn to recognize the differences and similarities between themselves and children from other countries by exploring the language, daily life, holidays, and food of the countries studied.

Second Grade The children’s literature read in second grade is rich in themes of community and the individual’s place in it. The students deepen their understanding of various types of communities, work on map skills, and study pioneer life. One of the highlights of second grade is the annual “Pioneer Day,” filled with music, crafts, clothing, and food of the time.

Third Grade The State of Tennessee is the focus of third grade Social Studies. Students study the geography, history, and people of their state, and they create reports, maps, and time lines to illustrate what they’ve learned. They also learn about the Native Americans of the region. Later in the year, students investigate the life of Andrew Jackson and the role of Tennessee in both the Civil War and the Civil Rights movement.

Fourth Grade During fourth grade, students learn how to compare the culture, physical geography, and economy of regions of the United States. They learn how to read and interpret maps, study Native American cultures, and explore the contributions of famous Americans. Students also learn how America developed from colonies into an independent nation. A biography fair featuring famous Americans highlights the fourth grade year.

Fifth Grade In fifth grade, students explore the three branches of American government, focusing on how the branches work together. A brief survey of American history from its birth to present day enables students to explore some of the challenges faced by a growing nation. Students also study American expansion by exploring the experiences of Lewis and Clark and the pioneers of the western states. Through simulation, research, and storytelling, students learn about the experiences of lesser known Americans. Within this skills-based curriculum, students explore primary and secondary sources, develop geography skills, and learn to use the Internet and other technologies as tools to enhance their learning. Working cooperatively, students practice effective communication through various styles of writing and presentations. In fifth grade, students learn to ask questions, seek answers, and think critically about American history and current events.

Social Studies Middle School Sixth Grade The sixth grade Social Studies curriculum is designed to help students continue to develop strong study skills through content based upon the theme of Ancient and Medieval Civilizations in the Western World. Students focus on developing the skills of an historian including, but not limited to, research, writing, reading critically, analyzing primary sources, forming logical oral and written arguments, note-taking, creating and interpreting maps, and organizing information. The students begin the year with an overview of early humans and then transition from pre-civilized to civilized societies. Specific units include the first civilizations of Mesopotamia, Egypt, China, and Indus Valley before focusing on the Phoenicians and Hebrews. The class then moves into the study of Greece and Rome, the Middle Ages, the Crusades, and the Renaissance. Signature events in sixth grade History include a prehistoric scavenger hunt, a clan court case hearing, an Egyptian ‘fair,’ Viking ship construction, and a day in the Middle Ages.

Seventh Grade The seventh grade Social Studies curriculum is designed to help students develop strong study skills through content based upon the theme of “Origins.” Students focus on developing the skills of an historian including, but not limited to, research, writing, reading, group discussions, note-taking, mapping, and organizing. The students study the origins of the current political climates of various countries in sub-Saharan Africa, Central, and South America. Next, the students look at the origins of religions and conflict in the Middle East. Also, the students study Hinduism and Buddhism after studying modern India. In addition, the term paper unit focuses on research skills and emphasizes writing skills. A visit to a local Hindu temple and guest Jewish, Christian, and Muslim speakers as well as guest Rwandan and Sudanese speakers highlight the seventh grade year.

Eighth Grade The eighth grade Social Studies curriculum is designed to help students continue to develop strong study skills through content based upon a survey of United States History. Throughout the year, the skills developed in sixth and seventh grade are reinforced and a greater emphasis is placed on creating and defending logical arguments. The students begin the year with a review of Colonial America and the Revolution as a springboard for a study of the Constitution and foundations of American Government. Subsequent topics explore the ongoing conflict between the desire for individual rights and the need for governmental authority. Specific units include Reconstruction, Imperialism, the World Wars, the Civil Rights Movement, the Cold War, Vietnam, and Watergate. Signature events in eighth grade History include the Court Case Project, where students retry a landmark Supreme Court Case from the 20th Century as well as the week-long class trip to Washington, which brings to life many of the topics that the students have covered.

Social Studies Faculty Ruby Cortner, Department Chair Abby Davis Megan Florentine Cris Hempel Amanda Hufstedler Sukey Johnson Kathy Jones Karen Kanuch Anna VanDerVoort

Jennifer Budde Jennifer LeDuc Camy Sanchez Dr. K.K. Wynn Jamie Heard Hope Moeller Amy Rich Robin Smith Tua Bultje Barbara Royse

Debbie Schuld Virginia Voigt Whitney Earhart Bev Roberts Michelle Chang Kelly Goorevich Maurice Hopkins Hayley Brantley J.K. Scott

Science The Ensworth science curriculum strives to inculcate students with the skills needed to be scientists. This is accomplished through experiential learning using exposure to a broad range of science disciplines. Students study biology, chemistry, physics, and earth science in all grades in ways tailored to their developmental level, the goal being to help students understand the interconnectedness of these topics while developing their lab skills. Students learn to be comfortable in a lab setting as they perform experiments, use math to manipulate and analyze collected data, and practice the organizational and writing skills needed to communicate their conclusions.

Lower School

Pre-First Grade

First Grade

Through the Discovery Lab program, the children learn to compare and sort items based on physical characteristics, to explore their surroundings using all five senses, and to communicate their findings orally and through drawings. They have hands-on experience with measuring and comparing as they study structures of living things, landforms, and the characteristics of water.

In the Discovery Lab, students are asked to think critically and develop meaningful questions, record data, and to effectively communicate observed processes through words, pictures, and writing. Through hands-on experimentation, the children develop a better understanding of animal features and their environments, botany, health science, weather, and states of matter.

Second Grade In second grade, students work to become more proficient at using scientific instruments to collect meaningful data. They will represent their findings graphically to aide in communicating their ideas, and then communicate their conclusions through writing. In their Life Science studies, students learn to use microscopes, study plant and animal life cycles, and differentiate specific species of plants and animals. Geology and fossils are studied in their Earth Science studies. For Physical Science, second graders explore laws of motion, force, magnets, and sound. 29

Third Grade Ensworth students’ Discovery Lab experiences culminate this year as students learn to apply the scientific method to their science explorations. Students are asked to formulate and test hypotheses, to repeat observations to improve accuracy, to record observations, and then to effectively communicate findings. These skills will be developed through a study of the environment and adaptations in Life Science, astronomy in Earth Science, and energy, matter, electricity and light in Physical Science.

Fourth Grade Fourth grade science students use the backdrop of the world’s ecosystems to explore the question, “How are structure and function related?” Throughout the school year, students spend time dissecting organisms, ecosystems, robots, even computer programs, as they observe and report the ways in which systems are built (or evolved) to efficiently and effectively perform a given function. The students use what they learn to create their own ecosystem in a bottle and observe how it functions and how environmental changes such as pollution affect the overall system. The animals and plants found in each ecosystem and their survival requirements are studied in detail with particular emphasis on ways in which these organisms are adapted to survive in that ecosystem. A variety of in-class and web search activities are used to obtain information, emphasizing the scientific method and independent research skills. Students use Lego Mindstorm robots to design and build their own organisms then help them “evolve” to better function and survive when placed in varying environments.

Fifth Grade Fifth grade science offers children their first exposure to abstract physical science topics as they move from direct observations of the macroscopic world in fourth grade to indirect measurements and inferences of subatomic phenomena. Topics covered include introductory atomic theory, chemical changes, conservation of mass, Newton’s Law of Motion, different forms of energy, and electricity. Students are involved in a wide variety of hands-on lab experiences and webquests. Current event articles are incorporated into the curriculum whenever possible. Writing and observation skills are emphasized in all areas of study.

Science Middle School Sixth Grade Like all science courses in the middle school, sixth grade starts with a review of measurement techniques and lab procedures. Students learn to communicate their observations in detailed lab reports, and time is spent learning to work in groups to collaboratively solve problems. After proficiency in the lab is attained, students move on to a comprehensive survey of living organisms. The goal of this unit is to hone studentsâ&#x20AC;&#x2122; observations skills as they explore the question, â&#x20AC;&#x153;What physical and behavioral adaptations have organisms developed over time to effectively compete in their environment?â&#x20AC;? After learning how single-celled organisms function, students apply this understanding in the programming of robots to carry out sophisticated tasks. The students then start a study of different invertebrates and vertebrates, moving from simple to more complex, while comparing and contrasting the various organisms. The history and evolution of life on this planet is explored. As a final assessment, the students design and program their own robots that then compete for resources in an artificial environment. In all activities, observational skills, note taking, recording data, and writing are stressed. A detailed lab notebook is kept throughout the year.

Seventh Grade Seventh grade science students begin the year learning to work safely and effectively in the science lab. Students perform numerous labs to hone their data measurement skills and write lab reports to become better at communicating to others the conclusions that they reach. After gaining confidence and proficiency in the lab, students then embark on a thorough exploration of the systems that make up the human body. Building on the study of vertebrates in sixth grade, students look at successively more complex animals and compare body systems to human systems. Dissections are done to show visually the increasing complexity of the organs and organ systems. Discussions of the movement of energy from the sun, to the food we eat, and then to our bodies will set up the study of the conservation of energy in the eighth grade. Through all the units, writing and observational skills are stressed, and a comprehensive lab notebook is kept by the students during the year. 31

Science Middle School Eighth Grade The Introduction to Physical Science (IPS) course is designed to give eighth graders an introduction to chemistry and physics. The first marking period is devoted to developing an understanding of the characteristic properties of matter and how to separate mixtures. Students are presented with questions and then have to use their measurement and lab skills to collect data and make discoveries about the behavior of matter in various situations. They learn how to analyze data and use it to support detailed written conclusions. Formal lab reports are required for all labs and are the basis for the class discussions. Students complete a performance based assessment at the end of this unit requiring a synthesis of all labs performed up to that point. Students next turn their attentions to a study of compounds and elements, atomic

structure, and the periodic table, Students learn ionic and covalent bonding, proper naming of chemical compounds, and how to balance chemical equations. During the last marking period, students study physics through roller coasters. They discuss topics such as potential and kinetic energy, friction, velocity, acceleration, force, momentum, and gravity. Using copper tubing insulation (roller coaster track) and a marble (roller coaster car), they experiment with various situations to see what happens to the â&#x20AC;&#x153;car.â&#x20AC;? Using this knowledge and physics equations, they make predictions about the movements of real roller coasters. The unit ends with students building their own roller coasters using the same materials, then answering questions and performing calculations based on their coaster.

Science Faculty Keith Crowe, Department Chair Andrew Bond, Lower School Science Lab Abby Davis Megan Florentine Cris Hempel Amanda Hufstedler Sukey Johnson Kathy Jones Karen Kanuch

Anna VanDerVoort Jennifer Budde Jennifer LeDuc Camy Sanchez Dr. K.K. Wynn Jamie Heard Hope Moeller Amy Rich Robin Smith Tua Bultje Barbara Royse 32

Debbie Schuld Virginia Voigt Chris Champion Adam Sherland Tiffany Dale John Picklesimer Michelle Little Mary Perkins Jonathan Reveal

Fine Arts

VISUAL ARTS

Lower School

Pre-First Grade Pre-first grade art introduces the students to the use of various materials that are age appropriate for the young child. The projects include painting with tempera, watercolor, working with clay, making collages from assorted found materials, and creating story pictures. The children are actively engaged in personal expression and interpretation of their own ideas as they explore the creative process. Understanding basic art terms and becoming familiar with various artists and their works are an integral part of their classes. Throughout the year, the children continue to gain an appreciation of their imaginations and the images that they experience in their personal world. This is a time of joyous adventure through art!

First Grade First grade is a continuation of the encouragement of the creative process that is begun in pre-first grade. Painting, drawing with variety of media, sculpting and building with clay, mixed media projects employing collage and drawing, still life, drawing from costumed life models, interpretations of stories both told and read, all work together to foster and encourage the children to develop new ways to make images as well as to continue to develop skills they

have already learned. There are times when the work of artists will be introduced to the children, not only to expose them to great works of art, but to inspire them to do projects related to these artists. Each child is different, and each child relates to and enjoys one media more than another. Therefore, by providing a variety of means of making art, our students will find success in one or more areas of creativity.

Second Grade In second grade art, the goal at large is for the children to grasp the concept of personal creativity. The students explore many different media such as drawing, painting, collage, construction and clay sculpture, all the while learning about the importance of recognizing art in everyday experiences. They continue to gain the basic knowledge of color—how to recognize the primary and how to mix the secondary. Cross-curricular projects focusing on the concept of “community” are also introduced. Fostering the children’s imagination and growing their capacity for inventive thought maintains the solid foundation in the second grade art adventure. 35

Third Grade In third grade art, employing various media, the students take a world tour and become aware of art from other cultures (Mexican cultures and holidays, Asian imagery, Aboriginal art forms, Greek mythology, etc.). Their ability to tell stories, personal or fanciful, through art is cultivated and encouraged. The children’s knowledge of basic color, design elements, and new techniques continues to grow through these various projects. The emphasis is still on the process and how bravely the children venture on their creative journeys.

Fourth Grade

Fifth Grade

Fourth grade art often, but not exclusively, involves art projects that last several art periods. The idea that art and the making of art is often a process that extends over a period of time is taught through lessons that may involve a complex process, a process that takes many class periods to complete. Drawing, painting, clay building, and collage projects are lessons less complex and take just a class period. Mask making, printmaking, glue line, and pastel drawings take more time and are lessons that extend over several class periods. Students are introduced to artists and their work. Lesson plans are built around an artist’s piece of work to teach and reinforce composition. There is plenty of room for creativity and self-expression within each lesson plan. Ideas or themes are introduced as a starting point, where the students “run” with those ideas is what makes art an exciting subject to teach and be involved in as a student.

In fifth grade art, the students are introduced to some of the most innovative artists in history, such as Georgia O’Keeffe, Louise Nevelson, Peter Max, and Georges Rouault, to name a few. The fifth graders learn about these artists through reading materials, videos, and classroom discussion. They use different media and techniques to work in these artists’ various styles, and thereby they come to appreciate the joys and struggles of personal creative endeavors. Throughout the year, the awareness of art terms and elements is gradually acquired and built upon through these opportunities for personal expression and interpretation of the world around them. The fifth graders also have the chance to begin learning how to critique and analyze their own work. The priority, however, remains the personal art experience of the individual.

VISUAL ARTS

Middle School

Sixth Grade

program with clay sculpture, sculpting with wire, and assemblage emphasized at various times of the year. The students complement their art work periodically with creative writing assignments and with personal critiquing. The images they create are the result of the many concepts and ideas they have been exposed to and have learned about in previous years and in their current sixth grade year. This is truly a time for exciting personal exploration and expression!

In the sixth grade, the students continue to be actively involved in the basic concepts of art using line, color, volume, composition, and texture in their personal expressions. Personal ideas and ownership in projects is a major focus with this age as, developmentally, they are on a journey to adolescence and do not always trust their instincts. They are encouraged in their ideas and gently guided in their art pursuits. Drawing, painting in gouache, watercolor, and acrylic are constants in the

Seventh Grade With few exceptions, the seventh grade art program involves projects that require multiple art periods to complete. Some projects take as little as two art periods, some take as many as four, five, or six art periods. There is an emphasis on printmaking . The first print is a black and white piece with a few advanced students printing their piece as a color reduction block print. Color printing is done with all students after the winter break. The color print is either a multiple block print, with each color in the print being carried by one block, or it is a color reduction block print where successive areas of the block are cut away as the edition progresses. Nearly all painting projects are done with acrylic paints for color clarity and durability. Many projects are tied to specific artists to one degree or another. Sometimes the project involves the students copying a reproduction; sometimes it is based on the technique of the artist. The seventh grade students complete one or two three-dimensional pieces of art work during the school year. These pieces are often mixed media pieces, making use of found objects and purchased items to go with the paint that is required. While studying a contemporary means of expression in art, the technique of “repurposing” ordinary shoes and keeping the “integrity” of the shoes is explored through Pop Art. The seventh graders are challenged to express themselves and to think creatively within the parameters of each project. 37

Eighth Grade The eighth grade art program is a rigorous and creative exercise composed of the many various techniques and uses of media gained throughout the studentâ&#x20AC;&#x2122;s former art experiences. The study of classical art and various periods of contemporary art are emphasized with drawing, painting, and sculpting being a major focus of the course. The eighth grade art class is more of a studio course with the students taking personal responsibility for their work. The three-dimensional projects include sculpting, assemblage, and large free-form pieces. Batiking is a major emphasis in the winter months with the students learning first about this centuries-old process and then creating a colorful work on cloth using the dye and wax resist method. Self-portraits are created in pencil in the spring of each year. The students study various portrait artists and use the grid method to prepare and create their self-portraits. The many projects of the eighth grade experience bring forth past experiences and create new ones that require the students to intensely focus and rely on their own ideas and critical thinking. Problem solving is a daily art experience that comes directly from the studentâ&#x20AC;&#x2122;s ability to make choices about the elements of art and how to apply them physically and actively.

PERFORMING ARTS

Lower School

Pre-First Grade Pre-first graders will explore the fundamental music concepts of pitch, beat, rhythm, volume, pre-reading of music notation, and moving the music. Skills practiced that reinforce these musical concepts will include matching pitch while using a singing voice, playing beat and rhythm on instruments, playing “high” and “low” on instruments, singing loudly and softly, using touchcharts while singing as a tool to reinforce music pre-reading skills, and participating in structured and creative movement.

First Grade First grade is an ideal time for students to further develop their singing, performance, and listening skills. Students are taught proper vocal production, using American songs and children’s songs from other cultures. Students are encouraged to use a high, light tone quality. They read from musical scores to increase their tracking and staff reading skills. Solfeggio and staff reading are both applied. Students are given many opportunities to play a variety of rhythm instruments to ingrain the steady beat. They are then given opportunities to play rhythm lines using a variety of rhythmic values. Folk Dances and rhythmic dances are used to help the students find, feel, and maintain the steady beat. Students are taught the proper way to play a wide variety of instruments, both pitched and unpitched. They also begin keyboard, which applies all their reading and coordination skills. Students develop their critical listening skills by hearing different styles of music and identifying what musical characteristics are used in each piece. These skills are useful as the students identify the basic elements of music as well as the style of the piece. Creativity is encouraged in opportunities to compose response phrases and rhythm lines. Throughout the year the music faculty works with the homeroom teachers to infuse music into academics. All of these skills are showcased in performance opportunities for special audiences.

Second Grade Second grade is an optimal time for students to recognize and develop their singing, performance and listening skills. They become better skilled at reading and interpreting music. Students develop the ability to sing in rounds, which is the precursor to singing harmony. Students apply music vocabulary in analyzing and describing phrases, styles, form, and tonality, as well as melodic and rhythmic patterns. They work on interpretation of notation as well as applying the expressive elements of music. Students aurally and visually recognize orchestral instruments. They also are given many opportunities to develop and improve their own instrumental performance, including unpitched and pitched instruments. They enjoy playing keyboards as they improve their reading, interpretation, and performance skills. Throughout the year the music faculty works with the homeroom teachers to infuse music into academics. Compositional opportunities include composing antecedent and consequent phrases as well as rhythm lines.

Third Grade Students in the third grade experience numerous opportunities to play all of the Orff instruments and non-pitched instruments to perform different styles of music. They are encouraged to participate in the arrangement process of concert pieces. Third grade is an excellent time for students to grasp the historical eras of music. They are able to listen critically for characteristics of the various eras. Next they are able to listen to and perform different styles of music, including Jazz, Blues, Dance Music, Rock and Roll, Country and American Folk Music. Throughout the year the music faculty works with the homeroom teachers to infuse music into academics. Singing and sightsinging are a major component in the music class, culminating with public performance opportunities.

Fourth Grade The fourth grade participates in a general music class twice a week at Ensworth. The students learn to count rhythms and begin reading music with the use of the recorder. This helps the students develop the eye and hand coordination, plus the note-tracking skills necessary to play a band instrument in the fifth grade. The students also work on sight singing utilizing the Kodaly method in order to develop their pitch recognition. At the end of the school year, the students are allowed to play the different band instruments in order to make an educated decision on what instrument best suits their facial structure and hand size and coordination. 40

Fourth Grade Chorus Students in chorus will learn and perform age appropriate choral music. Concepts explored throughout the year include using proper vocal technique while singing, reading music, understanding the meaning of a song, and performing a song accurately and with expression. Skills introduced and reinforced throughout the school year include singing and recognizing major and minor scales and intervals using a solfege system, using appropriate breathing techniques, forming vowels for choral music performance, using proper posture, using a singing voice, singing in two or three part treble harmony, and recognizing and responding accurately to musical notation.

Fifth Grade Band The fifth grade participates in a beginner band class twice a week. This is a great opportunity for the students, and all of the instruments are provided during their fifth grade year, which allows students to see if participation in band is something they would like to continue with before purchasing their own instruments. The students continue to develop their musical skills, which include counting rhythms, pitch recognition, and note reading. These skills are developed by using the Accent on Achievement method book number one for band. The students also learn to play independent parts as a group since each instrument has a different part in the same piece of music. At the end of the year, the fifth graders perform their first concert to showcase what they have learned.

PERFORMING ARTS

Middle School

Sixth, Seventh, & Eighth Grades Middle School students choose each year between Chorus and Band for their yearlong music class. Immersing themselves in only one musical endeavor for an entire year provides students with an opportunity for individual skill development while also allowing the children to benefit from the experience of performing in a group. Extracurricular performance groups in both choral and instrumental music are also offered for all middle school students.

Sixth, Seventh, & Eighth Grades Chorus Music literacy is the primary focus in Chorus at all grade levels. A wide variety of musical styles are explored through singing and listening. Students keep a listening journal that is presented once a month and discussed with the class. Students choose some of their listening selections, while the teacher chooses other styles. It is through this method that the students are exposed to different styles of music in an effort to become educated listeners. The sixth grade chorus meets three times each schedule rotation for music instruction. Proper vocal production is emphasized in sixth grade and a keyboard unit is introduced. The seventh grade chorus meets two times per schedule rotation, and the eighth grade chorus meets two times per schedule rotation with an additional class each week. During both seventh and eighth grades, students sing challenging pieces in three parts. Students who desire additional singing can become members of the Show Choir.

Sixth, Seventh, & Eighth Grades Band Students in middle school who participate in Band class work together to develop their musical skills, which include counting rhythms, pitch recognition, and note reading. Using the Accent on Achievement method book number two for band develops these skills. The difficulty of the music increases for the students each year as they further develop their musical skills. All middle school band students perform together on Grandparentsâ&#x20AC;&#x2122; Day and during school concerts each semester. Sixth grade band meets two times per schedule rotation, and seventh grade band meets three times per schedule rotation. In eighth grade an additional weekly band class is added to the two classes per schedule rotation. Jazz Ensemble is an option for all middle school students who enjoy instrumental music.

Extracurriculars Show Choir Show Choir is open to any student in sixth, seventh, or eighth grades who loves to sing and is committed to attending practices and performances. The Show Choir meets weekly, singing and performing music in two, three, or four part harmony. Skills emphasized in Show Choir are proper vocal production and singing harmonies independently. Show Choir is meant to supplement the classroom music experience by giving interested students an extra opportunity to practice and perform challenging music independently in a small group. Show Choir is also an extra opportunity for middle school students to prepare for involvement in a high school music program.

Singing Tigers Singing Tigers is open to any student in third, fourth, or fifth grades who loves to sing and is committed to attending practices and performances. The Singing Tigers meet weekly, practicing and performing music in unison or two part harmony. Basic music concepts emphasized in the classroom are reinforced in Signing Tigers. Skills encouraged in Singing Tigers are proper vocal production and singing accurately and confidently in a small group. Singing Tigers is meant to supplement the classroom music experience by giving interested students an extra opportunity to practice and perform independently in a small group.

Jazz Ensemble The Jazz Ensemble is open to students in six through eighth grades. Student musicians study and play all forms of Jazz music ranging from the Blues to Rock to Latin and Funk. Instruments incorporated into the Jazz Ensemble are saxophone, trumpet, trombone, piano, guitar, bass guitar, and drums.

Tiger Beat Tiger Beat is an optional percussion ensemble that performs during Lower School concerts. Students in third, fourth, and fifth grades perform on handbells as well as Orff method xylophones and metallophones. This ensemble meets on designated mornings before school begins.

Fine Arts Faculty Rose Pickel, Department Chair Bill Arthur, Art Evie Coates, Art Tim Wallace, Art 45

Linden Lantz, Band Jody Smith, Music Heidi Wolter, Music

Life Class Lower School Pre-First Grade The characteristics and skills important for living together in a learning community are addressed in the “Lessons for Life” with the pre-first graders monthly life classes. Through stories, conversations, games, and poems, students are encouraged to be truthful, to encourage one another, to express gratitude, to be gentle and strong, and to appreciate and to respect each others’s differences. Each class emphasizes the practice of speaking clearly and listening carefully. A tremendous amount of learning and maturity is seen through the course of this wonderful year. By the last month of school, students are eager to hear and to talk about their step into Grade One. They enjoy knowing what will change and what will remain the same as they journey through the years together as classmates and friends.

First Grade

Second Grade

First grade Life students meet monthly and develop an understanding of their relationships to others and their personal responsibility for their actions. Students learn about the power of their words, the difference between cooperation and competition, and respect for individual differences and for the roles of the school’s faculty and staff. By focusing on responsibility, students examine positive self-awareness, practice making good choices, and learn how to exercise their independence. Students study components of personal safety. The year concludes with a discussion about the curriculum, classrooms, and expectations for second grade.

Second grade Life students meet monthly and continue the study of relationships by assessing their own self-awareness as a second grader. Students discuss how to use words to develop friendships, to accept others, and to promote the understanding of differences. As students begin to make more decisions, Life Class helps them to understand the need to be inclusive, the expectation for good manners, and respect for the property of others. Students discuss personal safety at home, in the community, and in school. Near the end of the year, students explore the changes and challenges of third grade.

Third Grade

Fourth Grade

Third grade Life classes meet monthly and begin with a focus on acceptable behavior for the campus setting and for field trips or events. The lessons on behavior center on the schoolâ&#x20AC;&#x2122;s mission statement. Through discussions about making good decisions and using appropriate words for conversation, students learn about how teasing makes others feel and how to accept responsibility for their actions. Students explore how it feels to fail and how to learn from mistakes. By exploring and practicing listening skills, students focus on how important these skills are during the school day and in other settings. Students learn about the value of making healthy choices with a study of nutrition. Students practice ways to contribute to their own personal safety.

Fourth grade Life classes meet two times per month through homeroom classes. As the year begins, the focus is on getting to know and to appreciate all class members. The class explores the expectations of friendships and how to make good decisions about their friendships and peer pressure. As the grade prepares for the first visit to Harris Hillman School, students learn about special needs and differences and how they can make a difference in the lives of others. Students consider the role and the qualities associated with a leader and develop an understanding of leadership in various settings and events. Students discuss and role play the power of words. In Life class, students review study skills and learn more about strategies for taking standardized tests and how the tests relate to their studies.

Fifth Grade In the first semester of Life class, fifth graders investigate what it means to a â&#x20AC;&#x153;highly effective student.â&#x20AC;? Through a variety of games, activities and discussions, students learn about the most recent findings in brain research and what they mean for developing lifelong habits that will promote success in school and beyond. These include useful study skills as well as strategies for maintaining focus and for dealing with anxiety. In the second semester, the fifth graders begin to deepen understanding of how they can be effective, productive, and positive members of learning and social communities and groups. They practice sharing their unique gifts and strengths for the benefit of others, and they grow in understanding the responsibilities they have when they are members of a group. 48

Sixth Grade Sixth grade Life meets once per rotation and begins the year with an introduction to middle school life and the expectations of sixth grade. Through discussion and exercises, students review study skills and time management skills. The class places an emphasis on the value of responsibility by teaching and practicing skills for peer mediation and conflict resolution. Students explore their potential and examine how to cope with unrealized expectations. The year concludes with a study on the changes related to puberty and how to recognize and to prepare for these changes. Students continue to discuss personal safety and focus on setting personal boundaries, appropriate use of the Internet, and options for assistance by adults.

Seventh Grade Seventh grade Life meets once per rotation and reviews the need for good study habits and the value of time management. Students work to understand and celebrate the differences and the similarities among their classmates. Through group activities and discussion, students develop cooperative attitudes for solving problems and for supporting one another. Appropriate use of the Internet is reviewed in the context of current events. The class explores the facts and effects of drug, alcohol, and tobacco use through guest speakers, research, presentations, and visual media.

Eighth Grade Eighth grade Life meets once per rotation and continues to emphasize the importance of good study habits and the management of time. Through visual media and discussion, students learn strategies for coping with stress and how to recognize stress. Through discussion and activities, students explore the limits posed by prejudice and practice promoting tolerance. Students continue to explore and to discuss responsible use of and content in postings on the Internet and consequences of inappropriate use of the Internet. Through the study of human sexuality, students learn about the physical and emotional aspects of sexuality and about the bond between a parent and a child. Throughout the year, the class explores the transition from middle school to high school.

Life Class Faculty Dr. Ellen Reynolds, Department Chair Chris Champion Brooks Corzine Whitney Earhart

Leslea Gaines Chan Gammill Kelly Gould Bruce Libonn Nigel Lloyd 49

Jason Maxwell Bev Roberts Nancy Scoville Adam Sherland Tim Wallace

Service Learning All Students An integral part of the Schoolâ&#x20AC;&#x2122;s curriculum is the Service Learning program, from pre-first grade through twelfth grade. Often employing interdisciplinary approaches that build on academic skills, students design and carry out projects that enhance their understanding and compassion for society with many different needs ranging from environmental concerns to housing for needy families. In 2008, for example, the entire school worked together to build four homes for Nashville families in partnership with Habitat for Humanity as a commemoration of the schoolâ&#x20AC;&#x2122;s 50th birthday. Each grade level identifies and carries out at least one service learning project each year that benefits the greater Nashville community. Ensworthâ&#x20AC;&#x2122;s goal is to be known as a school that reaches beyond itself to its broader community, that embraces service opportunities, and that serves as a leader in the national educational community.

Physical Education Pre-First Grade

The pre-first grade curriculum is designed to address the three major domains in Physical Education, which are the development of Psychomotor, Cognitive and Affective skills. Psychomotor development deals with appropriate fine and gross motor skills, such as locomotive movements like hopping, skipping, jumping, sliding, galloping and leaping. Basic gymnastics is also included in this category as well as a variety of movements and manipulative activities, such as rope jumping, throwing and catching, and kicking. The Cognitive has to do with learning the terminology of basic movements, that is, linking movement to language, such as under, over, and through, and also fitness concepts as well as rules and regulations of fair play. The Affective has to do with the socialization of our students, that is, how they treat one another and the teaching of good sportsmanship. In addition, cooperative activities encourage students to practice good manners and provide the opportunity to participate with their peers regardless of diversity in skill level.

First Grade

The first grade curriculum addresses the three major domains just like the grade before: Psychomotor, Cognitive and the Affective. The goals and objectives are more challenging than in pre-first grade. On the pre-first level the children are exposed to all of the concepts, however, at the first grade level students learn to master previously learned skills. First grade is the building block and foundation for transitioning to modified fitness and lifetime sports concepts.

Second Grade

The second graders attend Physical Education every day. Each class starts with a warm-up of laps or locomotor movements in order to enhance aerobic endurance. Also, the different warm-up activities continue to teach the students spatial and body awareness. The class then continues with warm-up exercises to develop flexibility, strength, and agility. After this warm-up period, the students participate in games, skill development for a particular sport, and fitness activities. These activities are designed to continue developing the fundamentals of throwing, catching, kicking, striking, jumping, volleying, dribbling, and rolling. Throughout all the years, there is an emphasis on following rules for safety and for good sportsmanship.

Third Grade The third grade curriculum is a continuance of the previous grades, focusing on the three domains: Psychomotor, Cognitive and the Affective. Third graders are building on their skills and knowledge gained from the previous years with challenging games and exercises. This grade meets five days a week for 35 minutes. Each day begins with a warm-up activity, moving to exercises that promote flexibility, strength, and coordination. From there students move to the activity for the day, which is sports based with an emphasis on fitness. Students focus on the skills, fundamentals, and teamwork aspects of sports, teaching them to enjoy fitness and promoting lifetime fitness. Volleyball, soccer, basketball, basic gymnastics and tumbling, baseball, and softball are among the activities included.

Fourth Grade All students in the fourth grade participate in a P.E. curriculum that is sports-based. Football, volleyball, soccer, wrestling, basketball, baseball, softball, and track are all covered in an age-appropriate and safe manner. Skills and strategies are taught in conjunction with a strong emphasis on rules, fair play, sportsmanship, and teamwork. This levelâ&#x20AC;&#x2122;s curriculum exposes the students to the more formal and traditional athletic competitions and stresses appropriate behavior and etiquette in every area of their involvement.

Lifetime fitness is another feature of the curriculum, and elements of this are incorporated into the daily lesson plans. During the course of the school year, the daily mixture of cardiovascular, strength, and flexibility training works to expose the students to a wide variety of techniques and methods relating to physical fitness. The goal of the fourth grade curriculum is not only to instill in our students the habits of lifetime fitness, but also to impress upon them the joy that can be gained from daily physical activity.

Fifth Grade All students in the fifth grade participate in a P.E. Curriculum that is sportsbased. Football, volleyball, soccer, wrestling, basketball, baseball, softball, and track are all covered in an age-appropriate and safe manner. Skills and strategies are emphasized along with rules, fair play, sportsmanship, and teamwork. Lifetime fitness is another feature of our curriculum, and elements of this are incorporated into the daily lesson plans. During the course of the school year, the daily mixture of cardiovascular, strength, and flexibility training works 54

to expose the students to a wide variety of techniques and methods relating to physical fitness. The goal of the fifth grade curriculum is not only to continue to develop the habits of lifetime fitness, but also to maintain the positive and encouraging atmosphere that physical activity, healthy competition, and team membership can promote.

Seventh & Eighth Grades

Sixth Grade All students in the sixth grade participate in a sports-based curriculum with an emphasis on fitness, skills ,and strategies. The lessons that are taught are seasonal according to their extracurricular after-school sports. The units include fitness, football, speed ball, ultimate Frisbee, volleyball, soccer, basketball, wrestling, softball, baseball, and track. Everyone is taught and encouraged to display good sportsmanship and to pursue a goal of lifetime fitness with a daily emphasis on the components of physical education: cardiovascular endurance, flexibility, muscular strength, and endurance.

All students in seventh and eighth grades are required to participate in physical education and attend class three times in a rotation. The curriculum is sports-based with emphasis on fitness, skill and strategy. Each class involves a focused warm-up that emphasizes the various components of physical fitness, including muscular endurance, muscular strength, cardio-respiratory endurance, agility, and flexibility. Teaching units include football, volleyball, soccer, ultimate frisbee, basketball, team handball, wrestling, softball, baseball, speedball, track and field, and fitness games. Students participate in an intramural-like setting in various skill groups. Both grades are evaluated through various fitness tests throughout the year. Students are also encouraged to participate in after-school athletics with opportunities in 13 different sports at varying levels. Approximately 95% of the middle school participates in one or more of these sports.

Physical Education Faculty Sarah Biddy, Department Chair Chris Brian Cleve Harris Grace Keeble Tish Picklesimer Robbie Sinks 55

Technology Lower School

The Lower School technology curriculum introduces students to practical applications of technology. The purpose of the curriculum is to provide students with the skills necessary to use technology as a tool for exploration, presentation, writing, and research. Students will gain an understanding that technology is a part of everyday life, and they will feel comfortable using technology for a variety of tasks. A Lower School Technology Coordinator assists teachers with technology use and integration into the curriculum through professional development and team-teaching. Laptop carts, iPad sets in every classroom, and computers are available to all grades. Additional technology, such as digital cameras, video cameras, scanners, and interactive whiteboards augment the curriculum.

Pre-First through Second Grade

Teaching our youngest students begins with identification and care for various technologies. The goals include using technology for navigating apps, pages, and menus, along with the composition and presentation of written or illustrated pieces.

Third Grade

The development of sound keyboarding skills and an introduction to using Google Docs is added to the third grade curriculum.

Fourth through Fifth Grade

Fourth and fifth grade students make fluent and regular use of the many skills and apps which were introduced in previous grades. Students are regularly exposed to lessons that incorporate appropriate technology and that enhance their subject-area curriculum. The students complete a large portion of their school assignments and homework with the use of technology. The goal for Fifth grade is to transition smoothly from using tablets and laptops in the Lower School to the laptop program in the Middle and High School with a technology-rich environment that provides students with safe, guided experiences.

Technology Middle School In the Middle School, students apply the technology skills learned in earlier grades and continue to build upon that knowledge through meaningful integration of technology in their academic curriculum. Middle School students are prepared for frequent and more personalized technology use by having their own school-provided laptop for school and home use. Through various classes, students are introduced to advanced library databases, best practices in internet research, file management, and digital citizenship. With their own device to use in their academic classes, middle school students use higher-order thinking skills in project-based assignments involving multimedia presentation, internet research, digital video-making, and electronic communication. A Middle School Technology Coordinator assists teachers with technology use and integration into the curriculum through professional development and team-teaching. Peripherals such as digital cameras, digital video cameras, and tablets are available to sixth, seventh, and eighth grades. Wireless networking and multimedia systems with projection in every classroom enable teachers and students to enrich their teaching and learning while acquiring 21st-century skills in a real-world context.

English Department create outlines, organizational webs, and slide shows to present information. Interactive white boards are used in grades four through eight. In the middle school, the most natural use of technology is in the research paper projects, where students use the Ensworth databases to find ‘good” websites, conduct research, document sources, and type papers. Computers and video technologies make it easy to show students movies, historical footage, and other images associated with novels or units of study.

The English department uses technology to support the heart of our program—the reading and writing program. In fourth grade, computers are used for writing drafts of creative writing projects, and Web sites are used for research supporting the Famous Americans Project. In fifth grade, computer use is integrated into the curriculum. In addition to using the computers for research and drafting creative writing pieces, students learn to use “review” tools to conference, revise, and edit their pieces. Computers are also used to 59

Science Department Science and technology go hand-in-hand at Ensworth in fourth through eighth grades as students collect and analyze data, develop hypotheses, and test their hypotheses in the science labs. Interactive whiteboards, electronic balances, TI graphing calculators, and plug-in probes are some of the tech tools available to our students. In addition, iPads are available in the science labs so students can easily collect, analyze, and share their data. Students and teachers collaborate through the use of Google Docs as lab report write-ups and science projects are developed, revised, and finalized. Robotics, utilizing the Lego Mindstorm NXT kits, is a part of the science curriculum and is an after-school club open to all students in grades three through eight.

Foreign Language Department The Foreign Language Department uses a variety of technology tools to enhance the curriculum at all levels. The Internet is used to explore and to research other cultures, as well as to communicate with native speakers through online resources such as Skype and Epals.com. Computer projectors and interactive whiteboards allow for the presentation of grammar, vocabulary, and culture through individualized multimedia presentations and interactive activities. Students and teachers are able to manipulate text and images in real time, thus improving target language retention. Computer labs and mobile laptops make one-to-one computing accessible: headphones allow labs and classrooms to be utilized as lan-

guage labs. This technology provides students with personalized experiences while working in a group setting and enables students to take national language exams online. Digital textbooks offer online activities and videos to accompany themed chapters. In addition, students may create individual or group recordings by using audio technologies. Digital video may be used to record skits and other aural/oral lessons through which students can improve pronunciation and develop proficiency while demonstrating knowledge of culture. Eighth graders may begin to create an electronic portfolio of their language work which they can continue to develop in high school.

History Department

Math Department Middle school students make extensive use of the graphing calculators in all phases of mathematics. Uses include graphing, checking answers, solving various types of sentences, and working with descriptive statistics. Software allows a working image of the calculator to be displayed on the interactive board, further increasing the understanding of the calculator and the concepts it reinforces. Fourth and fifth grade classes use calculators that can handle fractions, enabling them to explore problems for which the arithmetic would be very difficult. Every math classroom in fourth through eighth grades has an interactive board, allowing the teacher or students to write electronically and then save, print, or publish the results. The mobile computer labs are utilized for spreadsheets and interactive software. Special geometry software is as well as software that enables communication between the calculators and computers for printing and other tasks. IXL, an interactive subscription website providing many practice problems on a variety of topics, has been added. Students use this website both at home and at school.

The Ensworth School History Department utilizes technology as a tool for teaching, reinforcing, and mastering the many skills of an historian. Students use technology for research and presentation. Students use the Internet to research a variety of topics through appropriate sites for term papers as well as small and large class projects. Subscriptionbased sites assist students with historical research and guide students in learning correct citation methods to avoid copyright infringement. Students present their research in a variety of fashions, including typewritten papers, multimedia displays, poster projects, and digital video. Computer projectors and interactive whiteboards provide whole-class presentations, allowing students and teachers to manipulate text, images, and web sites in real time. Videos and streaming video are also utilized to enhance current class topics.

Technology Faculty Terri Schulz, Lower School Chelsy Hooper, Middle School Jason Hiett, IT Chris Tuley, IT Brad Wilkerson, IT 61

Notes

In Search of Truth

MISSION STATEMENT The Ensworth School is a pre-first through twelfth grade, coeducational independent school. The School promotes academic excellence and inspires students to be intellectually curious, to use their talents to the fullest, to be people of integrity, and to be contributors to society.

VISION STATEMENT We envision a school community dedicated to following the highest principles with the greatest love, as characterized by moral integrity, intellectual vitality, discipline, compassion, humor, and joy.

Red Gables Campus 2 1 1 E n s wor t h Avenu e N as h v i l le, T N 3 7 20 5 P : 6 1 5 . 3 8 3 . 0 6 6 1 | e n swort h .com Artwork by Logan Rehm, Class of 2025