The Willows Middle School Curriculum Guide 2020-21 by The Willows Community School

Curriculum Guide 2020-2021

Middle School @ The Willows THE WILLOWS MIDDLE SCHOOL students grow through

the years on a single DK-8 campus in a balanced yet academically challenging, creative environment. We believe, and research supports, that both academic achievement (IQ) and emotional intelligence (EQ) are essential to a studentâ&#x20AC;&#x2122;s education. So, each year of our integrated program is designed to promote both the academic and social-emotional growth of our students. Our Middle School students are diligent, empathetic, and confident. They become leaders and role models. Our DK-8 setting is a distinct advantage that allows our older students to shine, spread their wings, take risks, and thrive in a safe, nurturing atmosphere.

Philosophy & Goals Middle school is an exciting time, marked by profound cognitive, social-emotional, and physical growth. Adolescents face new challenges and opportunities both academically and socially as they become increasingly independent and able to reflect on their goals and values. Parents, too, face new challenges, finding ways to provide structure and support as a child negotiates for greater privileges. The goals of the Willows’ Middle School program are: • to foster cognition through an academic program that is both intellectually challenging and relevant to adolescents • t o nurture the sense of self and develop personal responsibility, empathy, and respect • t o strengthen organizational skills that will enable students to approach academic tasks with independence and success We strongly believe that communication between parents and faculty helps to foster children’s growth. We keep parents aware of Middle School events through newsletters, evaluations, phone calls, emails, and updates on our website. Our hope is that parents feel well-informed about their child’s school experience and increasingly comfortable in their evolving relationship with their child. We appreciate the support of our parents and look forward to developing strong relationships with them. 4

Course Descriptions MIDDLE SCHOOL CORE

Middle School Core is the integration of Language Arts and Social Studies based on the California State Frameworks for both of these disciplines. Middle School students explore history and study English through an integrated approach. The focus of the Core program is on developing reading, writing, and critical thinking skills. Students read widely and extensively, tackling increasingly sophisticated texts independently and in class discussions. The writing program hones studentsâ&#x20AC;&#x2122; skills through daily instruction and practice. The Core program is designed to prepare students for the rigor of high school English and history classes. This year in 6th, 7th, and 8th grade Core, we will utilize the Reading and Writing Workshops developed at Teachers College, Columbia University. The goal of these workshops is not simply to create students who read and write, but students who ARE readers and writers. To maximize their potential in these areas, students will critically read texts in a variety of genres and write everything from realistic fiction to research-based essays. They will learn strategies to tackle challenging material and assignments with a growth mindset and recognize that learning may be tough, but it is a rewarding process.

6TH GRADE CORE Lil Mingail, Jane Lewine

Core is the integration of English and Social studies. In sixth grade, students focus on the legacies of ancient civilizations and consider the following central questions while exploring their own cultural and personal identity: Who am I? How is our identity formed? How does identity shape our experience? Using materials developed by Facing History and Ourselves, we investigate concepts such as power, empathy, inclusion/ exclusion, the individual vs. society, and choices and their consequences. Through this lens, 6th graders study the geography, beliefs, achievements, governments, and social roles of selected ancient cultures and consider how they inform the contemporary American experience. In this course, we also utilize the Reading and Writing Workshops developed at Teachers College, Columbia University. The goal of these workshops is not simply to create students who read and write but students who are readers and writers. To maximize their potential in these areas, students critically read texts in a variety of genres and write for a variety of different purposes and audiences. READING UNIT Sept-Oct

• Self-selected fiction reading: character, setting, theme

WRITING UNIT

• Literary Analysis

• The Giver by Lois Lowry

SOCIAL STUDIES UNIT

• Who am I and what does it mean to belong? • What components make up a culture? • The Sahel of Africa: What do artifacts tell us about a culture?

Nov-Dec

•A merican Born Chinese (Gene Leun Yang)

• Memoir: family and identity

• Red Scarf Girl: A Memoir of the Cultural Revolution (Ji-li Jang)

• What is propaganda and how is it used?

• Biography/autobiography/ memoir

Jan-Feb

• A Midsummer Night’s Dream (Shakespeare)

• Ancient China: How did their achievements and spiritual beliefs define them? • Problem-cause-solution essay

• Ancient Greece: How did myths influence character? How did different approaches to city-states of Athens and Sparta form one’s sense of self?

• Research-based information book

• Ancient Egypt: How were lives shaped by geography? How did they express themselves through the arts?

• Suitcase of Identity

• Circling back: Who am I now and where do I belong?

• Social issues book groups: conflict and perspectives

Mar-Apr

• Oh Rats? (Alfred Marrin) • Nonfiction: main idea, summary and synthesis

May-June

• Fantasy series book groups: the human condition,character archetypes, and metaphor

• What is the purpose of rebellion and how does a rebellion effect change?

7TH GRADE CORE Steve Futterman

7th Grade begins with a unit on the major political parties and the presidential election. Students delve into both sides of various cultural and political issues and develop their media literacy skills. The grade spends time discussing civil rights in the U.S., examining where we are as a nation, where we need to go, and what has to happen in order for us to get there. For the remainder of the year, students investigate countries, historical events, and political systems from around the world. These include the Russian Revolution, the Iranian Revolution, and Apartheid. Each unit makes use of various primary and secondary sources to enrich students’ understanding. Students also read class literature with every unit, as well as independent reading books. They also examine various writing types and develop their expression stylistically, analytically, and mechanically.

READING UNIT Sept-Oct

• The Outsiders (S.E. Hinton) • Coming-of-Age Novels • Reading Academically/An notating

WRITING UNIT

SOCIAL STUDIES UNIT

•S tructured analysis

• How do we determine which groups are right for us?

• Topic sentences and textual support

• The major U.S. political\ parties • Both sides of an issue

• Characters and setting

• Debate skills

• Identity

• The election process • Media literacy

Nov-Dec

•A nimal Farm (George Orwell)

•P ersuasive essays using ethos, logos, and pathos

• Historical fiction and allegory

• What is the impact of the government on the individual? • What responsibilities come with power?

• Themes, thematic development, symbols

• Russia and the USSR • Other political philosophies (e.g. socialism, communism) Jan-Feb

• Persepolis (Marjane Satrapi)

• Personal Writing

• Graphic storytelling

• Sensory details

• Memoirs

• Dialogue

• The relationship between text and image

• Voice

• What are impediments to peace? • After a revolution, what happens? • Iranian Revolution • Theocracy • Growing up in turmoil • Issues of gender

READING UNIT Mar-Apr

SOCIAL STUDIES UNIT

• Born A Crime (Trevor Noah)

• Expository writing

• Folk tales

• Research skills

• Short Stories

• Gathering and synthesizing information

•W riting about current events

• What is the legacy of the Civil Rights movement on contemporary America?

• Tone May-June

WRITING UNIT

•W arriors Don’t Cry (Melba Pattillo Beals) • First-person accounts of history (Primary Sources)

• News Stories and editorials

• What happens after the story in the textbook? • The Little Rock 9 • Whose voice matters most?

8TH GRADE CORE Brian Tousey

Core is the integration of English and history, using the California State Frameworks for both of these disciplines. In eighth grade, students study American History from 1860 to the present, with an emphasis on examining how the past relates to current events in terms of identity, race relations and tolerance. The year begins with a unit on civil rights in America, highlighting the Civil Rights Movement via the graphic novel March (John Lewis). We then explore the Civil War and Reconstruction, the Women’s Suffrage Movement and Immigration, World War I, the Roaring Twenties, the Great Depression, and World War II. Additionally, as this is an election year, we will spend time in the fall looking at the electoral process and a unit on the Bill of Rights, focusing on honing the students’ media literacy skills. While practicing effective strategies for reading non-fiction and refining their note taking and writing skills, students build a strong foundation for the history and language arts courses that they will encounter in high school. In addition, students develop research skills through several short-term research assignments, including an independent research project in which students explore a topic of personal interest and create an in-depth research paper and presentation. In each unit of study, students read related literature in a variety of different genres. They explore issues of plot, theme, character development and author style, while refining their writing skills with a continued focus on the thesis-driven essay. They also engage in other writing formats, including historical fiction, letters, journals and persuasive writing as well as the narrative and language of film.

SeptOct

READING UNIT

WRITING UNIT

SOCIAL STUDIES UNIT

•S tamped: Racism, Antiracism, and You (Reynolds/Kendi)

• Literary essay: Character and conflict; identifying themes and symbols through an examination of the author’s and filmmaker’s craft

• The Civil Rights Movement

• March Book 1-3 (John Lewis)

• Film and Visual Language • The Bill of Rights/Media Literacy

• Self-selected fiction: Analyzing character, central themes and symbols NovDec

• A Raisin in the Sun (Hansberry) • The Hate U Give (Thomas) • Self-selected non-fiction: Synthesizing information

• Persuasive writing: Proposing a new monument

• The Civil Rights Movement • Film and Visual Language (Pre-Production cont.)

READING UNIT

JanFeb

• TBA Novel…

WRITING UNIT

• Short story writing

• The Drummer Boy of Shiloh (Ray Bradbury)

SOCIAL STUDIES UNIT

•T he Civil War • Reconstruction • Immigration

• An Incident at Owl Creek Bridge (Ambrose Bierce)

• Film and Visual Language

• Excerpts from The 12-Day Hunt for Lincoln’s Killer (James L. Swanson) • Self-selected fiction: Understanding the American experience MarApr

• Of Mice and Men (John Steinbeck)

• Narrative writing: Investigative journalism

• Dystopian book clubs

• World War 1 • Women’s Suffrage • The Roaring 20s • The Great Depression • Film and Visual Language

MayJun

• Night (Elie Wiesel)

• Research-based essay writing

• World War II

• Final I-Search Project

• The Holocaust

ADDITIONAL RESOURCES:

Poetry:

• Making All the Difference (Martha Minow 1990)

• I, Too by Langston Hughes

• The Gettysburg Address

• Long View: Negro by Langston Hughes

• Ain’t I A Woman? (Sojourner Truth 1851)

• Mending Wall by Robert Frost

• Transcript of Joint Address to Congress Leading to a

Primary Documents: • WEB Dubois Reflects on the Purpose of History Letter from a Birmingham Jail • Original Draft of SNCC Chairman John Lewis’ Speech to the March • Reactions to the Lincoln Assassination John Wilkes Booth Diary Entries: 17 and 22 April 1865

• Mr. Chaplin Answers His Critics (from New York Times,

Declaration of War Against Japan (1941)

October 27, 1940) • US Cruiser Sunk (from Pittsburgh Sun-Telegraph, August 15, 1945)

ADDITIONAL RESOURCES (CONT’):

Film:

Bill of Rights

• 4 Little Girls (dir. Spike Lee)

• Dirty Harry (dir. Don Siegel)

• Mr. Smith Goes to Washington (dir. Frank Capra)

Civil War/Reconstruction

• An Occurrence at Owl Creek Bridge (dir. Robert Enrico)

• Zero Dark Thirty (dir. Kathryn Bigelow)

• The Hate U Give (dir. George Tillman Jr.)

• Lincoln (dir. Steven Spielberg)

• Of Mice and Men (dir. Gary Sinise)

• 13th (dir. Ava DuVernay)

• The Day the Earth Stood Still (dir. Robert Wise)

Immigration

• The Great Dictator (dir. Charlie Chaplin)

• The Godfather Part II (dir. Francis Ford Coppola) The Great Depression

Film Excerpts:

• The Great Gatsby (dir. Baz Luhrmann)

Civil Rights Movement

WWII

• Eyes on the Prize (Civil Rights Movement documentary)

• Jaws (dir. Steven Spielberg)

• X-Men/X2/X-Men: The Last Stand (dir. Bryan Singer, Brett Ratner)

• Pearl Harbor (dir. Michael Bay) • Triumph of the Will (dir. Leni Riefenstahl) • Five Came Back (dir. Laurent Bouzereau)

MIDDLE SCHOOL MATHEMATICS Erin Carter, Paul Casillas, Stuart Knox, J.R. Lebert, John Lee, Liz Stocksdale

The goals of the Middle School math program are to engage students in the study of mathematics, to help them develop a deep understanding of concepts and skills, and to foster discovery of efficient methods for solving problems. Boys and girls attend separate math classes. Research and our own experience have shown that adolescent boys and girls, in a general sense, benefit socially and academically from single-gender math learning environments. Middle School math classes are: 6th Grade Math, Pre-Algebra, Algebra, and Geometry. Students are assigned to classes based on their mathematical understanding and readiness for a particular course as determined by teacher recommendations, previous class performance, and test scores. Math students use a variety of materials and methods to develop skill fluency, conceptual understanding, and efficient solution strategies. They engage in activities that incorporate physical and virtual models to represent mathematical ideas. Homework allows students to strengthen skills and reinforce new concepts, and regularly scheduled tests and quizzes assess ongoing skill development and fluency. RESOURCES:

Everyday Mathematics Grade 6, University of Chicago, publishers

Common Core State Standards for Mathematic

Mathematics Course 1, McDougal Littell, publishers

https://www.IXL.com

Mathematics Course 2, McDougal Littell, publishers

https://www.youcubed.org

Algebra, McDougal Littell, publishers 11

Geometry, McDougal Littell, publishers

MIDDLE SCHOOL SCIENCE Erin Carter, Paul Casillas, Ann Istrin, Liz Stocksdale

We believe that science is an essential tool for students to understand the world around them. Good scientists have active imaginations, ask meaningful questions, make careful observations, and design and conduct methodical investigations. They draw reasonable conclusions and make connections between science concepts and everyday phenomena. Science at The Willows is a hands-on, lab-based experience designed to make concepts accessible, relevant, and engaging. The Middle School science curriculum is based on the concepts and skills suggested by state and national standards. We want middle school students to enjoy science and find it meaningful; to that end, students spend about half of their class time conducting laboratory experiments. Class time is also spent interpreting data, drawing conclusions, discussing findings, and reading nonfiction science texts. We present science concepts in a manner designed to appeal to the varied interests and learning styles of the students. Students often create illustrations and build scientific models in order to solidify their understanding of concepts. Additionally, students have occasional opportunities to choose the manner in which they present their scientific reports. They are encouraged to demonstrate their understanding of science concepts through creative methods that highlight their particular strengths and interests.

FIRST TRIMESTER

SECOND TRIMESTER

THIRD TRIMESTER

RESOURCES

Grade 6 General Science

Forensic Science, The Scientific Process

Chemistry, Earth Science

Neuroscience

GEMS (Great Explorations in Math and Science) units, AIMS (Association for the Integration of Math and Science) units

Grade 7 Life Science

Scientific Inquiry

Cell Biology

Genetics, Human Body Systems

Prentice Hall Science Explorer: The Nature of Science and Technology, Cells and Heredity, Human Biology and Health, FOSS (Full Option Science System) units

Grade 8 Physical Science

Force and Motion

Atomic Structure and Periodic Table

Chemical Reactions

Prentice Hall Science Explorer: Motion, Forces, and Energy, Chemical Building Blocks, and Chemical Interactions 12

MIDDLE SCHOOL LATIN Kyle Smith, J.R. Lebert

The Middle School Latin program is a three-year course of study that provides students with a standard high school Latin I curriculum, as well as a focus on ancient Roman history and culture. In the language component of the course, students study Latin grammar and vocabulary, which provides students with a better understanding of the English language and of the origin of many English words. As they begin to tackle reading the stories, they develop valuable problem-solving skills, while also broadening their understanding of the structure and flow of both Latin and English. All students use the online version of The Cambridge Latin Course, Unit I and Unit II. Students have ample opportunities to put themselves in the sandals of an ancient Roman through dramatic interpretation, artistic endeavors, writing, or projects involving the use of technology. As students develop an understanding of the past, they are better able to understand and interpret current events. 6th GRADE

7th GRADE

8th GRADE

• Grammar, vocabulary, and syntax (Stages 1-7 of the Unit 1 textbook)

• Review and reinforcement of

• Continued review and

• Roman culture from the city of Pompeii • English derivatives from Latin and Greek roots • Translation, reading comprehension, and problem solving skills

material from 6th grade • Grammar: verb tenses, subject-verb agreement, new

6th and 7th grades • Grammar: relative clauses,

case endings, superlatives,

pluperfect tense, genitive case,

indirect objects, pronouns

noun-adjective agreement,

• Stages 8-14 of Unit I CLC eBook • Gladiators, baths, education, elections, Vesuvius, and Ancient Britain • Reading, translation, and reading comprehension • Yearlong study of etymology: prefixes, suffixes, & roots

reinforcement of material from

participles • Romano-British and Egypto-Roman culture • Reading, translation, and reading comprehension • Yearlong study of etymology: prefixes, suffixes, & roots

TECHNOLOGY Wendy Amster, Middle School Faculty

At The Willows, we have long embraced technology as a tool for learning, promoting the idea that students use technology to be more creators than consumers. Our interdisciplinary, and often project-based approach values integrating technology into all disciplines and classrooms. Furthermore, we strive to provide students with choices as they become more fluent with the equipment and applications. Through the school’s 1:1 laptop program, students use technology as an integral resource to enhance curricula at all levels. Instruction and exploration take place school-wide, and our technology specialists work closely with students and faculty members to ensure that our learning goals are achieved. Across the curriculum, students explore ways to create relevant, interactive, and visually stimulating projects and presentations. Willows Middle School students learn and have the opportunity to use Technology as they participate in: • Digital citizenship dialogues • Communicating and analyzing with spreadsheets, databases, and discussion threads • Group and individual projects, such as i-Search, project based learning, and Maker classes • Computer programming through LOGO, JavaScript, HTML writing, Scratch, Snap, MakeCode, and LEGO, Thymio, Wink, Ozobot EVO, VEX, and Hummingbird with micro:bit robotics. • Multimedia projects and presentations including: Animation, photography, songwriting, and movie making • Research – finding, evaluating, analyzing, processing, and using information responsibly • Language and grammar skills • Mathematics extensions, enrichment, and practice • Hands-on, digital science data collection through probe-ware and investigations Computers and peripheral equipment along with appropriate software support the subject areas of the Middle School. In addition, classrooms are equipped with interactive projectors, which allow students to share their tech-based creations. Applications used by Middle School students: • Adobe Creative Cloud Apps • Animation-ish & Comic Life • Apple Productivity Apps (Pages, Keynote, & Numbers) • CODAP Data Analysis Platform • Desmos Math Tools • GarageBand • Geometer’s Sketchpad

• Google Apps for Education • Google Earth & Sketchup • Inspiration • iMovie /Photos /iTunes • iStop Motion • Microsoft Office 365 • Web, Cloud, and iPad based apps

Some of the goals of the technology program are achieved through the participation in the Middle School Maker Curriculum. The designLab is our dedicated space for students to create sophisticated projects with many resources and tools beyond the computer. As part of the curriculum, 6th grade will focus on VEX Robotics building and programming, as well as woodworking; 7th grade will program a micro:bit and incorporate robotics through the use of the Hummingbird Bit; and 8th graders are encouraged to use the tools they’ve acquired for various integrated class projects and assignments. Students also have the opportunity to use the tools and space with teacher support outside classroom time to pursue long-term projects and personal passion projects, including during electives, lunch, recess, and after school. Addendum: During distance learning, middle school classes are using Google Classroom for sharing content and Zoom for real-time, synchronous class meetings and instruction.

MIDDLE SCHOOL MUSIC PROGRAM Greg Blum, Rina Schloss, Mike Stocksdale, Kristie Toomath

The goal of the Middle School Music program is to develop students’ understanding of music so that it becomes an integral and enjoyable part of their lives. We provide students with choices to further expand the way they look at and are influenced by music. Advanced Electronic Music

This is a song composition course where students create songs using the computer. Throughout the year curriculum will include lyrical analysis and writing, musical genre exploration, basic keyboarding skills, and advanced recording techniques. Using the software Logic Pro, students work separately or collaboratively to write and record a collection of songs culminating, at the end of the year, in a polished “radio-ready” album. Guitar

This course is an exploration of music through guitar. Basic skills are taught by learning rock and pop songs, and students build a repertoire of open chords, power chords, scales, and riffs. Along with learning songs, ear training, theory, improvisation, and basic notation are covered throughout the year. Students are also given an opportunity to study independently, using online resources to guide them in learning to play their favorite songs. Choir with Kristie Toomath and Rina Schloss

The focus of the choral program is to inspire the students to deepen their sense of musicianship by developing singing technique, music-reading skills, and by singing with a group. The pieces we choose are merely the tools used to reach the goal of improving individual skills and thereby improving the group’s ability to work as a successful whole. We also provide students with the opportunity to perform in the Honors Choir. In order to participate in Honors Choir, one must be a 7th or 8th Grade participant in the Middle School Choir. Middle School boys also have the option of participating in our Boys’ Choir (participation in Middle School Choir is not required to be in Boys’ Choir). The Choirs put on two choral concerts, one in December and one in May. They also have the opportunity to perform at Family Arts Night. Rock Band

Open to all students of any instrument or level interested in learning how to play in a rock band. Each week we will assign a song to learn, and the following week students of various instruments and abilities will join forces to play the song during class. Distance Learning Modifications: Electronic Music uses Logic Pro instead of GarageBand software. Guitar is not offered in the same capacity. Rock Band and Choir will use new formats.

VISUAL ART Susannah Funnell

Our visual art classes aim to develop understanding and enjoyment of art, and to encourage students to observe, record, and wonder about the world around them. Art is a way to process thinking about our world and students discover techniques and skills to express themselves visually. Projects often connect with other areas of the curriculum and we begin this year exploring the school-wide theme of “Illumination.” As part of this study we will think about gold, illuminated manuscripts, and the convergence of writing and imagery. We aim to develop students’ visual literacy through on-going discussion about their own work and that of others from different time periods and cultures. A wide range of media is explored including painting, drawing, textiles, digital media, ceramics, sculpture, printmaking, and photography. We place as much emphasis on the creative process as the final product. Whether working collaboratively or individually, our goal is to empower students to see, to feel, and to create. During distance learning, throughout the year students will have a 45 minute art class each week. They will also have opportunity for an additional 45 minute art elective each week.

DANCE Marissa Weiss

Dance is a key component of the Middle School Performing Arts Program offering an opportunity for students to express themselves creatively through movement while boosting confidence. Dance performances are integrated into school life. Dancers often collaborate with music students who sing or play instruments and with arts students who create costumes. Willows dancers perform throughout the year at special school functions and community events such as Poetry Night, Family Arts Night, and Grandparents’ Day. The annual Celebration of Dance is a culmination of the year in dance. Students of all skill level and experience participate in dance through weekly P.E. classes, Middle School electives, and Honors Dance. Students audition during the 7th grade year to participate in our Honors Dance Program, which is open to all interested 8th grade dancers. DRAMA Lil Mingail, Liza Monjauze and Rina Schloss

Drama is an art form through which students develop awareness and empathy, heighten their perception and cognition, learn to manipulate language and movement, and improve their ability to function comfortably in front of others. The Middle School drama program is both process and performance oriented. Students have the opportunity to participate in all aspects of theatrical production and creative dramatics. All Middle School students have the option of taking part in musical theater productions through electives. During the third trimester, all 8th grade students participate in a theatrical production as either cast or crew. Distance Learning: Dance is not offered in the same capacity. 16

POETRY Deb Studebaker, Willows Faculty

For three weeks in the fall, the Middle School Art Studio becomes an Art/Poetry Studio. Art and poetry fit together organically. Both disciplines invite students to notice and interpret the details of their world using common elements of image, line, rhythm, texture, and space. Â In this creative laboratory, middle school students warm up with movement activities to inspire the flow of ideas. They brainstorm during free-writing/sketchbook time, tackle prompted writing challenges, and listen, read, and respond to the work of influential poets and artists. Discussions are typically thoughtful and lively! Â After capturing their original ideas on paper or laptop, students have an opportunity to share their words with others in the classroom. Students will also have dedicated revision time, and individual attention during the editing process. While the work of all students is reflected in the school poetry anthology, some students may also choose to participate in our annual Poetry Night presentation. Distance Learning: Poetry is not offered in the same capacity and will have a new format.

FRIDAY ELECTIVES Willows Faculty

Electives provide Middle School students with an opportunity to choose classes that coincide with personal interests. Whether a student enjoys drama, science, writing, reading, foreign languages, computers, or art, there are related elective courses. A major goal of the Middle School is to prepare students for upcoming challenges both socially and academically. Allowing students to determine, in part, their own course of study provides them with increased feelings of independence and accountability. The Willows understands the myriad interests of our student body. Our goal is to create a place for individuals to explore what excites them most. Recent course offerings include: Robotics

Sports and Games

Debate Team

Junior Classical League

Drama

Art Portfolio

Dance

Photography

Rock Band

Distance Learning: Electives will not be offered in the same capacity or on Fridays only. SCHOOL-WIDE THEME

Each school year since 2000-2001, our faculty and students come together across grade levels to explore a school-wide theme. Launched each fall, the annual theme is incorporated into curriculum through classroom projects, the arts, and athletics. Illuminate is the 2020-2021 school-wide theme.

MIDDLE SCHOOL INTERSESSION

Cross-curricular connections and flexibility are key components of a Willows education. Intersession is an inter-disciplinary, multi-age exploration of a single topic that takes place upon return from Winter Break in January. Intersession provides an opportunity to explore a new thematic idea throughout the Middle School. For one week, the middle school students choose one project-based class that incorporates the school wide theme. The theme is applied to the central academic subjects of Core, Math, Latin, and Science; in addition, the school-wide theme is explored during Intersession. This year’s theme, Illuminate, will provide a rich basis for Intersession in January.

THE LIFE SKILLS PROGRAM Doug Klier, Willows Faculty Objective

The Willows Life Skills program helps students develop skills in communication, problem solving, and decision-making. Students meet regularly to explore the issues of making good behavioral choices in school, off campus, and online. We address issues of peer relationships, drug and alcohol use, and human development. In addition, we incorporate RULER skills from Yale’s Center of Emotional Intelligence to enhance students’ social emotional wellbeing and strengthen their ability to regulate emotions using RULER tools. Many of our activities focus on developing students’ communication skills. We believe that children should learn to be their own advocates in their relationships with peers, parents, and teachers. Nuts and Bolts

Life skills classes meet weekly for 50 minutes. We divide students within a grade level by gender so girls and boys can address specific issues. Additionally, students have guest speakers as well as special assemblies and workshops throughout the year, such as Miles To Go, specialists in drug education, and Esteem, an organization that conducts a weeklong self-defense workshop program. Doug Klier, Middle School Dean, oversees and co-teaches our middle school Life Skills program alongside faculty members. We also bring in outside experts to enhance our program. This year, we have invited Miles to Go, specialists in drug education, to conduct workshops for 7th and 8th graders. The Esteem organization will be conducting several self-defense workshops for 7th grade boys and girls. Curriculum

Some of our Life Skills curriculum springs from the day-to-day needs of the student body. More often, however, we follow a curriculum that we have designed to be age-appropriate for each grade level. In addition to covering current events, some of the major topics addressed in each grade are listed below. 6th grade:

independence, digital citizenship, online safety, peer relations, personal goals and self-esteem, nutrition and body image, RULER skills, managing stress, and puberty education

7th grade: organization and study skills, digital footprint, online ethics and social media, social groups and cliques, RULER skills, identity, human development and reproduction 8th grade:

leadership, high school admission application support and interview skills, drug and alcohol education, decision-making and the media, gender identity, relationships and sex education, making good choices after leaving The Willows

DEVELOPING EMOTIONAL INTELLIGENCE AT THE WILLOWS The Yale Center of Emotional Intelligence RULER Approach

We are excited to continue our implementation of the Yale Center for Emotional Intelligence’s RULER program, an evidence-based approach to social and emotional learning that helps school communities integrate the teaching of emotional intelligence into daily life. RULER teaches five key emotional intelligence skills:

Recognizing emotions in one’s self and others. Understanding the causes and consequences of emotions. Labeling emotions accurately. Expressing emotions appropriately. Regulating emotions effectively.

RULER integrates these skills into the academic curriculum and provides opportunities for students and all

the key adults involved in their education—teachers, administrators, and family members—to learn and apply these skills. Decades of research shows that emotional intelligence is essential to effective teaching and learning, sound decision making, physical and mental health, and success in school and beyond. Research also shows that when schools and homes partner to support children’s emotional development, children not only feel better, but they do better. We partner with our parents to continually share more about the RULER approach and RULER resources. We also offer RULER workshops to help parents practice the skills of emotional intelligence at home and learn about how it’s being implemented in the classrooms. During the Middle School Retreat in September, students will create a Middle School Charter. The charter is a mission statement for learning that students pledge to maintain. It focuses on how students want to feel, what needs to happen for those feelings to be consistently present, guidelines for handling uncomfortable feelings and conflict, and methods for creating and sustaining a positive learning environment. We’re proud to be a school community who understands that “emotions matter” and that how children feel has profound implications for learning, success, and wellbeing. Our goal is to equip The Willows’ children for success today, and for life. Student Groups There are different groups to support students in the Middle School. Student groups strengthen the entire community by increasing the opportunities for students to find support, connection, and a voice at The Willows. The Students of Color luncheon meets several times during the year to discuss relevant topics such as identity and inclusivity.

PHYSICAL EDUCATION Braulio Archer, Brevin Archer, Rahim Muhammad and Marc Weiss

The Physical Education program at The Willows is designed to develop and strengthen students’ athletic skills while promoting self-confidence and sportsmanship. Four times a week, students participate in P.E. class, receiving a combination of whole group, small group, and individual instruction so as to best meet each individual’s needs. The Middle School’s physical education classes are separated by gender. This allows both boys and girls the space and freedom to take risks in class, to build confidence, and to participate in new activities in a supportive environment that is tailored to their specific developmental needs. Female students also have the option to take dance once a week, and male students have the option to participate in boys’ choir. Throughout the year, students participate in activities that strengthen motor skills and foster team spirit. We emphasize the importance of personal health and encourage students to focus on lifetime activity skills. Our goal is for students to develop both skill and confidence – important tools that students need to remain physically active and healthy throughout their lives. Students also participate in martial arts once a week for two trimesters and yoga once a week for the remaining trimester. The Middle School Physical Education program reinforces skills learned in prior grades and incorporates refined development of specialized skills and sport instruction. Students practice correct techniques and learn the fundamental strategies of offense and defense. They participate in activities designed to improve hand-eye and foot-eye coordination. They also apply problem solving skills within a team environment, exploring conflict resolution techniques and cooperative activities. Twice yearly, students participate in personal fitness assessments and compare their scores to health related standards. They test areas of muscular strength, muscular endurance, cardiovascular endurance, flexibility, speed, and agility. Students evaluate their skills, monitor their progress, and set goals for future improvement. Middle school students also: • Examine those activities that strengthen the heart muscle • Perform activities which help them to understand how different muscles are required to perform a wide range of physical activities • Use different conditioning exercises to improve the amount of force a muscle can exert • Understand the function of the major muscles of the body through a stretching and conditioning program • Have fun and develop fundamental skills in a variety of team and individual sports

COMMUNICATION AND GRADING IN THE MIDDLE SCHOOL

The faculty strives to foster a sense of responsibility in middle school students. We encourage students to seek help as often as necessary and to communicate their successes as well as their frustrations. It is also important that parents feel able to communicate with teachers. Parents may call or send an email to any of their childâ&#x20AC;&#x2122;s teachers, indicating any questions or concerns for the teacher to consider before contacting the parent. Parents may also call the school and leave a message. Teachers will call or email a response at their earliest convenience within a 24- hour period, except in the case of an emergency. We hold parent-teacher conferences in November, March, and June, and send home information about conference schedules one month before their date. The March conference is student led. If we feel that a conference is necessary prior to November, we will contact you. We also make an effort to call when we can share good news about a childâ&#x20AC;&#x2122;s successes. The academic year is divided into two semesters. Parents receive written evaluations from teachers at the close of each semester, in December and in June. Each evaluation is comprised of a short descriptive narrative as well as a percentage grade. A sample of the written evaluation form can be found below.

MIDDLE SCHOOL STUDENT LIFE

A variety of programs enrich a students’ Middle School experience at The Willows. Overnight Trips 6th grade Trip to Malibu We partner with WOLF, (Wilderness Outdoor Leadership Foundation) for 3 days of great outdoor adventure in Malibu, approximately one hour northwest of The Willows. Students stay in cabins and enjoy group activities that build teamwork and cover topics such as outdoor science, character education, primitive living skills, and ropes courses. 7th grade Trip to Memphis, Tennessee & Little Rock, Arkansas As a complement to their study of the Civil Rights Movement and the history, the politics, music and pop culture of that time, students see history come to life as they visit the National Civil Rights Museum, Graceland, Sun Studios, Central High, and the Clinton Presidential Library. 8th grade Trip to Washington D.C. The 8th grade students spend a week each fall exploring monuments, museums, and institutions to enhance their study of American history from 1860 to the present. LEADERSHIP OPPORTUNITIES

Student Ambassadors – Our 7th and 8th grade students lead and engage with younger students and our extended community by providing tours to prospective families. They also share their experiences by speaking at Open Houses and various school events. To be a volunteer, students complete a questionnaire and meet with a teacher for volunteer training. Community Service Projects – Middle School students participate in projects to serve our local and global community either by grade or through elective courses. They collect items to benefit Good Shepherd Shelter, read to preschool students at Westside Children’s Center and host a collaborative literacy project with them, bag lunches weekly to feed the homeless through the OPCC program, an organization that helps people struggling to make ends meet, providing shelter, food and job counseling. In addition, over an eight-week elective course, students participated in the “Memory Project” drawing detailed portraits of 32 children in Peru from photographs of children in residential care. The Willows Service Learning Trip is a voluntary trip offered to Middle School students and 9th and 10th grade alumni through a partnership with student travel experts, EF Explore America and the Me to We organization, usually during the first week of Spring Break. Willows faculty also chaperone the trip. Past trips included going to Peru to assist the Sacred Valley Project’s efforts to enrich the lives of indigenous girls, a trip to Patagonia, AZ and the Windsong Peace and Leadership Center to work on sustainability projects, and also an excursion to Nicaragua to support the Free the Children projects and learn more about global community issues.

Student Schedules Throughout the day in The Willows Middle School, our students express a zest for learning. They are engaged in experiential learning, deep critical and creative inquiry, real-world problem solving, and innovative, out-of-the-box thinking. Learning comes to life each day at The Willows. As students grow with us in Middle School, they develop a strong sense of connectionâ&#x20AC;&#x201C;to each other, to the school, and to the greater community. This connection enables our students to transition successfully to high school and the world beyond.

6TH GRADE SAMPLE STUDENT SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

8:00-08:15

8:00-8:15

Middle School Meeting

Homeroom with Bobby in 211

THURSDAY

8:00-8:15 Homeroom with Bobby in 211

FRIDAY 8:00-8:15

Homeroom with Bobby in 211

8:15-9:05

Boys’ Math/ Girls’ PE or Dance

Girls’ Math/ Boys’ Yoga/Martial Arts

Girls’ Math/ Boys’ PE

Boys’ Math/ Girls’ PE

Boys’ Math/ Girls’ Life Skills

9:10-10:00

Girls’ Math/ Boys’ PE or Choir

Boys’ Math/ Girls’ Yoga/Martial Arts

Boys’ Math/ Girls’ PE

Girls’ Math/ Boys’ PE

Girls’ Math/ Boys’ Life Skills

10:00-10:20

Recess

10:25-11:15

Core with Jane in 204

Latin with J.R. in 211

Core with Jane in 204

Music and Maker Rotations

11:20-12:10

Core with Jane in 204

Music and Maker Rotations

12:15-12:45

Lunch

12:50-1:40

12:50-:40

12:5-1:40

Latin with J.R. in DesignLab

Science with Ann in Science Lab 2

Art with Susannah in Art Room

Science with Ann in Science Lab 2

Electives

1:45-2:35 Latin with J.R. in DesignLab

1:45-2:35 Science with Ann in Science Lab 2

1:45-2:35

Art with Susannah in Art Room

Science with Ann in Science Lab 2

Electives

2:35-2:45

Homeroom with Bobby in 211

7TH GRADE SAMPLE STUDENT SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

8:00-08:15

8:00-8:15

Middle School Meeting

Homeroom with Steve in 208

THURSDAY

8:00-8:15 Homeroom with Steve in 208

FRIDAY 8:00-8:15

Homeroom with Steve in 208

8:15-9:05

Boys’ Math/ Girls’ PE or Dance

Girls’ Math/ Boys’ Life Skills

Girls’ Math/ Boys’ PE

Boys’ Math/ Girls’ Yoga/ Martial Arts

Boys’ Math/ Girls’ PE

9:10-10:00

Girls’ Math/ Boys’ PE or Choir

Boys’ Math/ Girls’ Life Skills

Boys’ Math/ Girls’ PE

Girls’ Math/ Boys’ Yoga/ Martial Arts

Girls’ Math/ Boys’ PE

10:00-10:20

Recess

10:25-11:15

Core with Steve in 208

Science with Paul in Science Lab

Latin with J.R. in 212

Core with Steve in 208

11:20-12:10

Core with Steve in 208

Science with Paul in Science Lab

Latin with J.R. in 212

Core with Steve in 208

12:15-12:45

Lunch

12:50-1:40

12:50-:40

12:5-1:40

Science with Paul in Science Lab

Art with Susannah in Art Room

Core with Steve in 208

Music and Maker Rotations

Electives

1:45-2:35 Science with Paul in Science Lab

1:45-2:35 Art with Susannah in Art Room

1:45-2:35

Core with Steve in 208

Music and Maker Rotations

Electives

2:35-2:45

Homeroom with Steve in 208

8TH GRADE SAMPLE STUDENT SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

8:00-08:15

8:00-8:15

Middle School Meeting

Homeroom with Brian in 205

THURSDAY

8:00-8:15 Homeroom with Brian in 205

FRIDAY 8:00-8:15

Homeroom with Brian in 205

8:15-9:05

Boys’ Math/ Girls’ PE or Dance

Girls’ Math/ Boys’ PE

Girls’ Math/ Boys’ Yoga/ Martial Arts

Boys’ Math/ Girls’ Life Skills

Boys’ Math/ Girls’ PE

9:10-10:00

Girls’ Math/ Boys’ PE or Choir

Boys’ Math/ Girls’ PE

Boys’ Math/ Girls’ Yoga/ Martial Arts

Girls’ Math/ Boys’ Life Skills

Girls’ Math/ Boys’ PE

10:00-10:20

Recess

10:25-11:15

Science with Erin in Science Lab

Core with Brian in 205

Latin with Kyle in 211

Science with Erin in Science Lab

11:20-12:10

Science with Erin in Science Lab

Core with Brian in 205

Science with Erin in Science Lab

12:15-12:45

Lunch

12:50-1:40

12:50-:40

12:5-1:40

Core with Brian in 205

Latin with Kyle in 211

Music Rotations

Art with Susannah in Art Room

Electives

1:45-2:35 Core with Brian in 205

1:45-2:35 Latin with Kyle in 211

1:45-2:35

Music Rotations

Art with Susannah in Art Room

Electives

2:35-2:45

Homeroom with Brian in 205

Mission Statement At The Willows, we believe each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn. Our mission is to grow that gift by challenging our students to uncover meaning and significance in the world around them and to become capable, confident individuals who demonstrate character, engagement, and a joyful passion for creative inquiry across a lifetime.

“ We connect with our students and stay connected when they leave The Willows. We want our students to be curious people. We want them to be responsible people, and we want them to have a sense of purpose.” –Lisa Rosenstein, Head of School