2019-2020 LOWER SCHOOL CURRICULUM GUIDE
PROGRAM AND SCHEDULE Academic Schedule Winsor’s Lower School academic schedule rotates on a 7-day cycle, consisting of 60-minute periods. Most courses meet for five 60-minute periods per cycle, but at certain grade levels, some courses meet less often. Winsor’s yearly calendar has two semesters, semester 1 (also called the fall semester) and semester 2 (also called the spring semester). At every grade level, all Lower School students take English, math, science, history, a language, visual or performing arts, health, physical education and a technology course. In addition, our academic schedule contains a band of community time, devoted to clubs, advisory, performing arts ensembles, study halls and town meetings. Lower School students are asked to make some choices each year regarding arts and other electives. At the end of the academic year, all Lower School students lead a conference with their parents/guardians and faculty advisor. In line with the school’s commitment to student-centered learning, they share evidence from their longitudinal portfolios and reflect on their evolving understanding of themselves as learners and members of the Winsor community. Class I Entering Class I students need to choose a language and a performing arts ensemble (orchestra or chorus). In Class I, history, math, English, science and physical education meet five times per seven-day rotation. Language and arts meet four times per rotation. All Class I students take a library skills/technology course and health, both of which meet one time per rotation. Class II All Class II students will need to choose a performing arts ensemble and either general music or a strings workshop for their music class. Class II students are expected to continue with the language they started in Class I, and new students choose one of the four languages offered. In Class II, history, math, English, science and language meet five times per seven-day rotation. Physical education and arts meet four times per rotation. In addition, all Class II students take a robotics course and health, both of which meet one time per rotation. Class III All Class III students will need to choose an arts elective for each semester and may also elect to continue participation in a performing arts ensemble by selecting orchestra, chorus or dance. Class III students are expected to continue with the language they were studying the prior year. In Class III, history, math, English, science, arts and language meet five times per seven-day rotation. Physical education meets three times per rotation. In addition, all Class III students take semester-long electronics course, a semester course in 2D/3D fabrication and health, all of which meet one time per rotation. Class IV All Class IV students will need to choose an arts elective for first semester and may also elect to continue participation in a performing arts ensemble by selecting orchestra, chorus or dance. Class IV students then participate in the Shakespeare Project in place of an arts elective in the spring. Class IV students are expected to continue with the language they were studying the prior year. In Class IV, history, math, English, science, arts and language meet five
times per seven-day rotation. Physical education meets three times per rotation. In addition, all Class IV choose a semester-long STEM “studio” and health, each of which meets once per rotation. The pages that follow contain detailed descriptions of each department’s courses and program.
ENGLISH Class I Strong reading, writing, and thinking skills are the focus of this course. Literature-based units are designed to help students make connections between texts and to think about the layers of meaning in complex stories. By using active reading strategies, students respond to literature and develop reading comprehension, interpretation, and analysis skills. Writing skills are developed through work in a variety of expository and creative forms. In responding to literature, students practice writing strong paragraphs and supporting opinions with specific details. Many creative writing opportunities, including a novel-writing and poetry unit, allow students to follow the steps of the writing process. Technology is a tool that students will use to communicate, collaborate, and create while developing their critical thinking skills. Class II This course focuses on building reading, writing, and critical thinking skills through carefully chosen texts and writing projects. In our comparative mythology unit, students also develop technology, research, and presentation skills as they work together to understand how myth reflects a culture’s values and how different cultures’ myths compare with one another. Literature units on fantasy, mythology, and multicultural fiction allow students to deepen their understanding of character, theme, plot, and setting. A poetry unit reinforces close reading and creative writing skills. Narratives, dialogues, analytical paragraphs, short essays, and reflective writing are also woven into the curriculum. Large and small group discussions enable students to develop their ideas and to practice expressing them. Throughout each unit, students practice revising, editing, and proofreading their work. Class III Students work on reading accurately and in depth by studying a variety of genres in this course. They learn terms of literary analysis and explore how plot, characters, and themes develop. Students also learn to take useful and concise notes as they read. Written assignments focus on developing an effective writing process and include analytical paragraphs, short essays, and short stories. There is also regular grammar study focusing on parts of speech and functions of the noun. Works may include a collection of short stories, the play The Miracle Worker, a nd t he novel To Kill a Mockingbird. A unit on the graphic novel The Arrival focuses on visual analysis and includes a research project on immigration. Class IV In this course, students study The House on Mango Street, A Separate Peace, a variety of poems, and a Shakespeare play, which they will perform in their drama classes. They develop analytical skills through close reading of these texts and through visual analysis during our media literacy unit. During frequent writing assignments, students develop their ability to structure paragraphs and longer pieces, to write thesis and topic sentences, and to incorporate evidence. There is continued emphasis on the writing process, including brainstorming, outlining, and revising. Class IV students also study creative and personal writing and complete a research project. Grammar study continues with a review of parts of speech and functions of the noun and an introduction to dependent clauses.
VISUAL AND PERFORMING ARTS Class I All Class I students begin the year with a focus on singing, dancing, and learning to be part of an ensemble theater production, culminating in full class participation in the Class I Musical. Students in Class I spend the second half of the year with a full semester of visual arts study. In addition, all Class I students will build a foundation in music performance through required participation in the Performing Arts Block, by joining either the chorus or an instrumental ensemble. Class II All Class II students study a full semester of visual arts, and a full semester of performing arts divided into six weeks each of dance, drama, and music, setting a foundation for more elective choice in Classes III and IV. For the six weeks of music, two options are available: general music or a beginning strings workshop. In addition, all Class II students will build a foundation in music performance through required participation in the Performing Arts Block, by joining either the chorus or an instrumental ensemble. Classes III and IV In Class III and the first semester of Class IV, students will begin an exciting elective program in the arts. Students will choose one arts course each semester from a variety of offerings in visual arts, music, dance and drama. Second semester, all Class IV students will participate in a grade level drama experience in the form of a Shakespeare play, supplemented by other performing arts opportunities in music, costuming, technical theater, and dance. Students in Class III and IV will also have the option to continue participation in the Performing Arts Block by joining the chorus, dance ensemble, or an instrumental ensemble. Class III Courses Visual Arts Digital Media In this class, students will learn to express their ideas using a variety of digitally based tools. Students will explore several different methods and aesthetics to develop their narrative voice using a broad range of techniques including photography, video, animation, Photoshop, iMovie, iStop Motion, digital collage, and time lapse. Offered first semester. Sculpture In this class, students will explore clay, plaster, wire, and papier mache, as well as a variety of techniques, such as building, carving and modeling. Completed sculptures will range in size from a head of garlic to a large installation on our school campus. Wire and papier mache animals, abstract plaster forms inspired by artists such as Constantin Brancusi and Henry Moore, and wearable art made from a variety of materials including paper clips, duct tape, and bubble wrap will be completed. Offered first semester. Design and Drawing Through assignments that range from sculpture and ceramics to drawing, painting and printmaking, students learn to apply the elements of design and the principles of drawing both two and three dimensionally. Students work from their imagination, observation and from photographs on projects that include paper sculptures, abstract collages, celebrity portraits and digital tessellations. This course marks the beginning of a series of both lower and upper school courses
that comprise our “Drawing and Painting” track, and is an excellent foundation for any further work in the visual arts. Offered second semester. The Art of the Zine This course will introduce students to the art of making “zines,” self-published works of original and/or appropriated texts and images. Students will experiment with different image and text making techniques including stamping, collaging, and stitching as they create content and design layouts. They will also develop skills in bookbinding and typography to complete handmade publications. Offered second semester. Dance Making Dances In this class, students will learn set repertory (existing dances), experiment with movement improvisation, create their own compositions and choreography, and perform in class for each other. The class allows students to take risks, try new things, and see what it is like to create their own dances. It is not focused on performance in order to allow for creative exploration and risk taking. Offered first semester. Drama Stagecraft In this course, students will be introduced to technical theater practices. This will include learning how to use a variety of tools in the scene shop, learn basic construction techniques, and how set up and be part of the technical crew during performances and events presented in the theater. The students will be trained in a collaborative environment that introduces aspects of professional theatre. Offered first semester. Scripted/Unscripted Students will read, rehearse and perform several scenes and monologues and learn to create a variety of different characters using clues from the text. This will be paired with an introduction to improvisation through games, exercise, skits and sketches. Students will learn to think on their feet and create scenes of their own. Offered second semester. Music Drum, Strum, and More Students will play a variety of instruments including percussion instruments, acoustic guitar, and mallet instruments. They will develop their singing voices by strengthening their technique and developing their ear. Students will learn to play the 12-bar blues on guitar, bass, piano, xylophone, and percussion while improvising using the pentatonic scale; their preparations will culminate in a rock band blues jam. Students will also play and sing in various genres with and without scores, improvise, compose, and perform in ensembles. They will have several performances during the semester. Offered first semester. Ebony and Ivory Students will learn basic piano playing technique from the standard solo and duet piano repertoire. They will work individually at their own pace on exercises, basic sight reading and solo pieces at their particular level of development. Students will also work in pairs and small groups, and they will have regular opportunities to perform with and for their classmates. Students will learn to do basic improvisation using the chord progression learned in class. Using the computers with the pianos, students will explore creating their own music using GarageBand on the computer. Offered second semester.
Intro to Music Composition Students will learn the fundamentals of creating their own original music through the study of music theory, different musical genres and styles, and various composers. Students will explore improvisation, and they will also learn how to use music notation software. This class will cover the following musical styles: 12-bar blues, rock/pop, classical, and more. Students will have informal opportunities to perform compositions in class. This course is open to all students who are comfortable reading music. Offered second semester. Class IV Courses Visual Arts Introduction to Darkroom Processes/Photography Starting with the most basic form of a camera, a light-tight chamber with a tiny hole, students will explore the possibilities of making images as a means of communication and self-expression through the collaborative construction of a full-scale camera obscura followed by individually built pinhole cameras. They will then graduate to a slightly more sophisticated camera, the Holga, and learn how to use film. Working with the gelatin silver print process and some alternatives, including cyanotypes, students will also build the technical skills required in traditional photography. Offered first semester. Painting and Color This course introduces students to a range of approaches to working with paint and other color media, such as soft pastel, pastel pencil and markers, while continuing to reinforce the fundamentals of two-dimensional design including composition, line, color, form and value. Technical approaches range from the traditional styles of underpainting used by the old masters to more experimental mixed media use favored by contemporary artists. Subjects include landscape, animals, still life and portraiture. While working from both photographs and from observation, students will draw from their imagination in an attempt to transform their subject matter in a way that reflects their artistic voice. Offered first semester. Drama Tech Theater In this course, students will be introduced to theatre principles through an exploration of lighting, set, and sound. This will include learning how to operate the sound and light board, how to use a variety of tools in the scene shop, and how to create different painting techniques. The students will be trained in a collaborative environment that introduces aspects of professional theatre. All students welcome! Offered first semester. Music Noteworthy Women in Music Students will learn about a powerful, diverse group of female performers, composers, conductors, and band leaders who have revolutionized the world of music throughout history.. This course will be a mix of music history, music appreciation, theory and composition, and the class will cover artists from a variety of genres including classical, country, jazz, pop, latin, soul, R&B, rap, and more! Students will put their active listening and musical analysis skills to work by creating music critiques in the form of blogs, vlogs, and/or podcasts. The class will also learn basic music theory to create their own music in the style of specific composers and songwriters. All students are welcome! Offered first semester.
Rock On: A Survey of American Music Students will learn about and perform music from Taylor Swift to the Beatles, and from hip-hop to the blues. They will explore the popular music of the United States, then choose specific songs to learn on instruments including guitar, bass, piano, drum kit, xylophone, and various percussion instruments. They will practice singing stylistically while developing harmony singing, microphone technique, stage presence, and personal expression. The semester will conclude with a final performance. ​Offered first semester. Shakespeare Performance (Semester 2) All students will work on one to two Shakespeare plays which they will read in their first semester English class. In addition to acting in one of the shows, students will supplement the project with their work in costume and set design, music, and dance, with the overall goal of enhancing the dramatic experience in Shakespeare. The production will culminate in performances for Upper and Lower school students in May, along with a separate parent performance. Lower School Performing Arts Block Performing Arts Block ensembles are a full year commitment. Dance (Classes III/IV only) LS Dance Ensemble The LS Dance Ensemble is focused on performing both original and cover dances. Students learn dances from popular musical theatre shows and pop videos, and they have the opportunity to choreograph sections in original dances. Students develop collaborative skills, ensemble skills and performance skills. The LS Dance Ensemble performs informally for the Lower School in December, and they are invited to perform formally in the Winsor Dance Concert in February. Music Lower School Instrumental Ensembles ​are an opportunity for instrumentalists to play music in an ensemble setting. Students of all levels and abilities can participate in one of the following groups: Beginning String Ensemble, Beginning Wind Ensemble, and Lower School Orchestra. Students will need to complete a brief audition at the beginning of the school year so they can be placed in the appropriate group. All groups perform throughout the school year. Lower School Beginning String Ensemble This group is open to violin, viola, cello, and bass students with approximately 0-3 years of playing experience. Students will develop fundamental skills such as tone and intonation, strengthen their note reading, and learn how to play with others in a larger ensemble. Students need to provide their own instrument. Lower School Beginning Wind Ensemble This group is open to woodwind and brass students with approximately 0-3 years of playing experience. Students will build fundamental skills such as tone production and intonation, strengthen their note reading, and learn how to play with others in a larger ensemble. Students need to provide their own instrument.
Lower School Orchestra This group is open to intermediate to advanced string (violin, viola, cello, bass, harp), woodwind, brass, percussion, and piano students with at least 3 years of playing experience. Students will strengthen musicianship and ensemble skills while learning a diverse set of repertoire. All students should be comfortable playing in a variety of key signatures, and string players should be able to shift to different positions. Please note that there is very limited space for pianists. All string, woodwind, and brass students need to provide their own instrument. Lower School Chorus:​ LS Chorus will be divided into two sections. Both groups will learn the same music and will join together as a large choral ensemble. At times, each section may also learn some repertoire appropriate to their individual level. LS Chorus will learn music from the SA and SSA standard literature to help develop basic choral singing skills while learning good tone production, intonation, breath control, phrasing, diction, basic sight singing skills, use of dynamics and articulation, and following a conductor. LS Chorus will have several opportunities to perform during the year. Chorus 1 Open to Class I and II students. Chorus 2 Open to Class III and IV students.
HEALTH AND WELLNESS Class I Students spend their year in Health class focusing on building a safe, trusting community of peers; exploring physical, emotional and social health; goal setting, decision making and communication skills, navigating relationships, understanding the basics of human development and puberty; and practicing healthy self management behaviors.
Class II Students continue their exploration of puberty and adolescent development, with a particular emphasis on the development of social-emotional skills and healthy decision-making, both in real life and online. In addition, they focus on defining family, recognizing positive and negative influences in their lives, healthy nutrition, fitness, and the importance of effective communication in relationships. The girls participate in group projects, in weekly journal activities, in special class discussions with Upper School Peer supporters, and in conversations with adults in their families and communities.
Class III Students prepare for middle school social life in Health Class, exploring self-esteem, healthy communication, moral and ethical peer interactions; and ways to prevent and stand up to exclusion and unkindness. In addition students practice ways to cope with stress, the importance of sleep, and the negative impact of alcohol, drugs and tobacco. Through safe discussions, group projects, and the use of media and technology, the girls learn to interact with and participate in society in strong and responsible ways. Class IV Students delve more deeply into questions about their own development and life path, and develop important skills to take care of themselves and advocate for others. A special emphasis is paid to mental health, analyzing positive and negative influences, sexuality, effective communication skills including social networks, ​practicing refusal and decision making skills, ​managing stress, and finally, making a successful transition to Upper School.
HISTORY Class I: Early American History Class I History will introduce students to the early history of the United States and the dynamics involved in forging a young American nation. We will explore the question, “What does it mean to be an American?” as we study some of the people, events, values, and conflicts that shaped early America’s sense of itself and that continue to define us as a nation today. The course will begin with the period of early American colonization, with a focus on the cooperation and conflict between the European settlers and Native Americans. Next, we will explore the political, religious, social, and economic institutions that defined the colonial era. We will then consider the causes and consequences of the American Revolution, followed by the development of the US Constitution and its significance as the foundation of the new American republic. An equally important aim of this course is to teach Winsor girls to think and read like a historian. We hope to foster a variety of specific skills that make Winsor students active and discriminating learners. In particular, we will emphasize how to analyze a historical source, how to craft a cohesive and persuasive argument (both orally and on paper), and how to contextualize a person or event in order to understand its importance fully. Class II: Ancient Cultures In this course, students will learn about two of the ancient world's greatest powers–Greece and Rome–by exploring the meaning of two key concepts, civilization and empire. While important historical events and people will be discussed throughout the course, there will also be significant focus on what constitutes a civilization or empire using these two case studies. Students will see that a great variety of factors, including geography, contributed to the trajectory of events in these first-generation global powers. Each empire took its own unique path, filled with great opportunity and achievement as well as challenges and tragedy. In addition to the exploration of historical content, this course will focus on essential skills, including the formulation of evidence-based arguments and the development of analytical thinking. While the ancient world may seem remote and distant, students will learn that Greece and Rome both shape the world today, and that the powers of the ancient world, for better or worse, may not be so different than major powers in the modern world. Class III: Cultural Traditions and Cultural Encounters Class III students will explore the theme of cultural exchange through the lens of two historical encounters, the Silk Road and the Crusades. In the first semester, we begin our study of the Silk Road by learning about Tang China—its government, religion, culture, values, and traditions. We then explore the founding of Islam, the expansion of the empire throughout the Middle East, and the achievements of medieval Islamic scholars. These two units come together at the end of the semester with our study of the Silk Road, a largely peaceful encounter among different cultures. In the second semester, we examine the Crusades by first studying Judaism and Christianity, followed by a close investigation of life in medieval Europe. The year concludes with an in-depth study of the Crusades, an often-violent encounter. Students will learn about Crusader and Muslim motives, battle tactics, and the rich exchanges that occurred during times of peace. Ultimately, this course is the story of how cultures interact, what happens when they meet, and why some encounters are peaceful and some are not. Class IV: The Birth of Modern Europe In Class IV, History students continue with the theme of cultural encounters and cultural exchanges developed in Class III History. This course explores how European states emerged as dominant world powers by the 1500s, despite their lack of unity and financial strength at the conclusion of the Crusades in the 1200s. In particular, we consider how European ways of thinking shifted as its citizens entered the modern age. Significant time is spent examining the Black
Death, the development of capitalism, the Renaissance, the Reformation, and the advent of strong monarchs. Students will also consider how these events shaped the way Europeans saw themselves as well as those around them. Finally, we will examine how Europeans used their new knowledge and power to conquer and subjugate the citizens of the New World.
MATHEMATICS All students in Class I and Class II have math class in heterogeneously mixed groups. Starting in Class III, students are grouped homogeneously. Algebra 1 is also offered to qualifying Class III Students. Class I Students study arithmetic using whole numbers, fractions, and decimals to understand concepts and strengthen skills. Manipulatives are used to help illustrate some concepts. Other topics include measurement, geometry, and estimation. Mental and written computation is emphasized, but calculators or computers are used for appropriate activities. Students work individually as well as in groups when appropriate. Throughout the year, students move away from rote arithmetic to applications and problem solving. Learning how to apply skills, both in and out of the context in which they were taught, provides students with a deeper understanding of how and why they will use mathematics as a valuable tool in their lives. Class II The mathematics curriculum includes fractions, decimals, percents, number theory, order of operations, measurement, two-dimensional geometry, data analysis, and an introduction to negative numbers. Students develop basic financial literacy through a computer simulation project. All topics involve individual and group activities and solving a variety of problems. Scientific calculators are introduced. Computer spreadsheets are also introduced and used during the study of financial literacy and data analysis. Students participate in the Elementary School Math Olympiads. Class III Introduction to Algebra The course includes writing algebraic expressions and solving equations, three-dimensional geometry, ratio and proportion, and probability. Application of these topics is built-in throughout the course. Students also learn creative problem solving by participating in the Middle School Math Olympiad. Algebra 1 The course includes solving and graphing linear equations and inequalities, exponents, polynomials, solving and graphing quadratic equations and solving systems of equations. During the year students develop and refine their problem-solving and critical thinking skills, and a variety of word problems and applications are introduced. Graphing calculators are introduced. Students participate in the Math Olympiad. Class IV Algebra 1 The course includes solving and graphing linear equations and inequalities, exponents, polynomials, solving and graphing quadratic equations and solving systems of equations. During the year students develop and refine their problem-solving and critical thinking skills, and a variety of word problems and applications are introduced. Graphing calculators are introduced. Students participate in the Math Olympiad.
Algebra 2 All students will study the core topics of Algebra 2: linear, quadratic, radical, rational, exponential, and logarithmic expressions, and the equations and functions that involve them. Complex numbers, systems of equations, and inverse functions will also be studied. The algebraic and graphical aspects of each topic will be emphasized. Additional topics such as analytic geometry and data analysis will be included if time permits. The applications of the TI-Nspire CX graphing calculator will be introduced. This course is open to students who have completed a full year of Algebra 1 at Winsor.
PHYSICAL EDUCATION Each year, students are required to participate in instructional physical education several times per cycle during the school day. Additionally, after school sports options are available for students beginning in Class II. Below is a list of units that students will rotate through during the different seasons. Class I Fall Cooperative and fitness related games, field hockey, kickball, soccer Winter Basketball, floor hockey, swimming Spring Lacrosse, racket sports, softball Class II Fall Field hockey, nitro ball, Project Adventure games, soccer Winter Basketball, Polar Go Fit fitness, squash, swimming Spring Fitness, lacrosse, racket sports, softball Class III Fall Field hockey, “move it� games, soccer, volleyball Winter Basketball, fitness, floor hockey, swimming Spring Fitness, lacrosse, softball, squash Class IV Fall Fitness I, flag football, nitro ball, ultimate frisbee Winter Fitness I & II, floor hockey, squash, volleyball Spring Olympic games, racket sports, softball, spike ball
SCIENCE
Class I Close observation of the environment is the underlying theme of the year. Natural ecosystems and how they function are focal points that are enhanced by field work. Students become recorders of their environment by keeping a year-long nature journal as they learn to recognize the flora and fauna of Massachusetts. By partnering with conservation organizations, students collect data and participate in citizen science projects. Topics of study include: scientific classification, ecology, trees, fungi, birds, marine organisms, endangered species, and famous female naturalists. Experiments and activities form the backbone of the curriculum as students discover the diversity and interconnectedness of life on earth. Problem-solving skills are cultivated through small-scale engineering design challenges. Class II In Class II, students undertake a guided inquiry into the major systems of the human body. In frequent laboratory exercises, they hone their observation, data collection, and analysis skills, while developing an understanding of the digestive, respiratory, circulatory and musculoskeletal systems. Cell structure and processes, as well as microscope skills, are also introduced so students can understand the human body at both a cellular level and a systemic level. Students develop engineering skills through two design challenges, collaborating to investigate and test different insulation materials and to build a prosthetic arm capable of fine motor control. In the spring, students conduct independent research on a human body topic of their choice and create an electronic magazine article. Class III Seventh-grade science is an inquiry-based course in which students investigate aspects of earth systems science. Through experimentation and modeling, students investigate broad topics in earth science including geologic time, the earth’s interior, plate tectonics, and climate change. Students problem solve, build understanding of concepts, and apply their knowledge to new situations. An important component of the course is a long-term collaborative project focused on learning how different cultures around the world are affected by earthquakes. Students then use their knowledge of structural design techniques and the engineering design process to construct earthquake-resistant buildings. Class IV Introductory physical science is a laboratory-based course in which students investigate the physical and chemical properties of matter. Additionally, the physics of forces and the fundamentals of atomic structure are introduced. Practicing laboratory skills, solving problems during experiments, collecting and analyzing, and writing laboratory reports are major learning goals of the course. Students use their understanding of properties of matter in a cooperative exercise in which they separate and analyze the composition of an unknown mixture. Students apply their knowledge of physics in an engineering design challenge in which they construct a car powered by a mousetrap. Students design and conduct an independent investigation and present their results in a scientific poster as a culmination of their laboratory experiences.
WORLD LANGUAGES French Class I French Who am I as a learner? And who do I want to be? What does learning French look like and feel like? L earning in French I is guided by exploration of these questions. As we work on listening, speaking, r eading, and writing skills, students develop the dispositions required of effective learners, including tenacity, resilience, receptivity to feedback, and careful observation skills. Students will explore the fundamentals of grammar and syntax: number (singular/plural), gender, verb conjugation, spelling, and pronunciation conventions. As students learn to describe themselves, their peers and the wider world in French, they will actively contribute to building their understanding of the French language. Emphasizing creativity, communication, and cultural awareness, the French I curriculum encourages students to approach language learning from many angles and to discover which strategies and tools are best for them as language learners along the way. Class II French How do careful observation and listening contribute to problem solving? How are problem-solving and language-learning connected? What can I learn from making a map of a city? What can a map tell us about a city’s inhabitants? What do I learn about my classmates from the maps they create? S tudents in French II will engage with these essential questions throughout the year as they practice listening, speaking, reading, and writing and develop their cultural competency skills. In a joyful, vibrant and creative setting, students perform skits, sing, and create works of art as they acquire the basics of the French language and develop the dispositions of effective, independent learners. Students begin the year in French II creating a map of a French-speaking city and considering what aspects of a city’s structure are necessary for a culture to flourish. This consideration of city life will continue in second semester, when students pursue a research project on a city from the Francophone world. Throughout the year, students will continue to develop their mastery of the fundamentals of grammar and syntax and add to their vocabulary base. They will learn to express preferences, to describe their family, school, and the world around them. As they do so, students will actively contribute to building the content and driving the curriculum of this course and will be encouraged to take charge of their learning, give themselves feedback, and develop personal strategies to achieve excellence. Class III French How do the patterns I observe in the language lead to understanding? Where is French spoken in the world? What does it mean to be a French speaker? What does it mean to me to be learning French? In French III, students will actively engage with these questions as they continue to strengthen their listening, speaking, reading, writing and cultural competency. Students will continue to hone their critical thinking skills related to language learning and will be encouraged to actively reflect on who they are as a learner and how they learn best. In French III, students will develop their research skills as they explore the wide range of cultures in the Francophone world. They will encounter new nuances of the language as they expand their vocabulary base, discover new verb families, and will be able to describe future events, form questions, and develop richer and more complex sentences. Using culturally authentic sources, students will learn to negotiate travel plans and consider differences and similarities in food culture. Students will also develop and extend their reading comprehension skills as they engage with the short mystery novel Le voyage de sa vie. Class IV French What do I learn about myself and my own culture by engaging with other cultures? How does what I am learning in French class connect to who I am in the world? How can I be a more independent learner? T hese questions will serve as touchstones for our class throughout the year as students continue to develop their listening, speaking, reading,
writing skills, as well as their cultural competency. Building on previous years, French IV emphasizes critical thinking skills related to language acquisition, and students actively reflect on how they learn as well as what they are learning. Linguistically, students will review, refine, and build upon their foundation of grammar and vocabulary, and they will acquire new structures, such as the passé composé, that will expand their ability to express their thoughts in French. They will further develop their reading comprehension skills and practice critical analysis in French as they read and discuss works of short fiction. They will engage in more complex writing assignments, including short essays and creative writing. Students will continue with their exploration of the Francophone world as they delve into the study of the province of Québec. Latin Class I Latin Who am I as a learner? And who do I want to be? What does it mean to me to be excellent? What will I do to achieve excellence? D uring this course, students will unpack the answers to these questions as they discover the Latin language and various aspects of Roman culture through stories in the format of a graphic novel about the daily lives and adventures of a Roman family posted in northern Britain at the end of the first century C.E. They acquire a sufficient knowledge of Latin grammar and vocabulary to be able to carry on a Latin conversation and read and write simple stories in Latin. They enrich their English vocabulary by making connections between English words and their Latin roots, thereby deepening their understanding of English grammar. They also explore the archaeological finds that have contributed to our knowledge of Roman life, beginning with an invitation to a birthday party written on a parchment scroll and discovered in the region where the stories take place. Latin students will work with their peers in other languages to research, experience, and make connections between the cuisine of ancient and modern societies. With the help of the stories on Greek and Roman mythology included in each chapter of the textbook, students encounter an aspect of Roman culture that informs both ancient and modern literature. Class II Latin What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? What can I learn from a map about a society and the individuals who comprise it? How does careful observation and listening lead to problem solving? T hinking about aspects of Roman life learned in the previous year and what they imagine about Roman daily life, students begin the year by creating a map of an ancient Roman city. Using the map as a lens, students in Latin II will continue to explore the classical world with the Minimus series. They will expand their knowledge of Latin grammar as they encounter the present and imperfect tenses, the imperative mood, as well as the nominative, accusative and ablative cases. Students will continue to explore mythology and history as they follow the adventures of a Roman family stationed in Britain. The study of Latin in Class II perfectly complements the exploration of Ancient Greece and Rome in history classes, enabling students to make deeper connections as they prepare for the Greek symposium. In addition, Latin students will join their classmates studying modern languages in completing a project about the ancient city. A workshop at the Harrison Gray Otis House will highlight the influence of the rediscovery of the city of Pompeii and of classical art and architecture on the city of Boston in the early 19th century. Students ultimately grow in their appreciation of the echoes of Roman architecture and engineering that are still evident in the world today. Class III Latin How do the patterns I observe in the language lead to understanding? What role do the arts play in how people experience their culture? How can the arts teach me about people’s lives and the history of their culture? The course is based on a reading approach to language learning, using the Ecce Romani t extbook series. In this immersion method, students learn grammar and vocabulary by reading passages in Latin and develop their ability to use deductive logic. As students learn how Latin works as a language, they draw comparisons between Latin and English and other
languages they may know. They also make vocabulary connections and learn to use their knowledge of Latin words to decode the meaning of unfamiliar words in English. A varied range of class activities and projects serves to accommodate the learning styles of all students. The class does a research project focusing on the structure of the Roman villa, as well as smaller projects relating to artistic expressions of Roman mythology and culture. Reading skills are reinforced orally through the creation of dialogues and skits. The online textbook activities and various iPad apps are useful resources for individual practice and partner work. Through the study of language, history, mythology, art, architecture, and geography, students discover the multifaceted aspects of Roman civilization and the influence of ancient Rome on modern culture. Class IV Latin What do I learn about myself and my own culture by engaging with other cultures? How can I be a more independent learner? S tudents explore the answers to these questions as they continue their study of Latin using the reading approach of the Ecce Romani textbook series. As they encounter passages of increasing difficulty, students will continue to hone their deductive logic in order to gain mastery of Latin grammar and vocabulary. Students will not only grapple with the intricacies of Latin grammar, but will also delve deeper in their historical and cultural understanding of the Greco-Roman world. To accommodate the learning styles of all students, the course reinforces reading skills orally, includes various creative activities and projects, and encourages the exploration of ways to use technology as a daily learning tool. Students will read excerpts from the works of ancient Roman authors, perform simple scenes in Latin, take the National Latin Exam in March, and create electronic models of important buildings and monuments in ancient Rome. The Class IV Latin course culminates in the writing and performance of a Latin play. Students will complete the year not only ready to face the challenges of a Latin 2 class, but also equipped with a thorough understanding of an ancient world so closely linked with the world we live in today. Spanish Class I Spanish Who am I as a learner? And who do I want to be? What does it mean to me to be excellent? What will I do to achieve excellence? E xploration of these questions guides student learning in Spanish. While working on listening, speaking, reading, and writing skills, students also develop the dispositions required of effective learners, including tenacity, resilience, receptivity to feedback, and careful observation skills, among others. Focusing on describing themselves, their peers and the wider world in Spanish, students actively contribute to building the content and driving the curriculum of this course. Emphasizing creativity, spontaneity, and the Arts, students approach language learning from many angles, discovering which strategies and tools are best for them along the way. Class II Spanish What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? How does careful observation and listening lead to problem solving? T hese essential questions guide student learning throughout the year as they practice listening, speaking, reading, writing and cultural competency skills, and develop the dispositions of an effective, independent learner. Focusing on expressing preferences, negotiating life in a community, and describing the world around them in Spanish, students actively contribute to building the content and driving the curriculum of this course. In a joyful, vibrant and creative setting, students perform skits, sing, and create works of art as they acquire the basics of Spanish language. In this class, students are always encouraged to take charge of their learning, give themselves feedback, and develop personal strategies to achieve excellence.
Class III Spanish What is the pattern? What does it tell me? How will I use it? What does carefully engaging with the Arts teach me about myself and the world? T hese questions serve as the throughlines for Spanish III. All year, students work to develop listening, speaking, reading, writing and cultural competency skills to reach the communicative benchmarks of this course. Using many traditional art forms, including Andean arpilleras, Afro-Caribbean drumming, and traditional folk music, students explore their relationships to communities, local and global. For example, students research health challenges faced by Boston-area Latino communities, and use Design Thinking strategies to create authentic wellness posters that are displayed throughout the city. As in previous years, this course emphasizes critical thinking skills related to language learning, encouraging students to actively reflect on how they learn. Students will develop the skills and dispositions needed to guide their own learning with classes structured to provide support and scaffolding for the individual learner. Class IV Spanish What do I learn about myself and my own culture by engaging with other cultures? How can I be a more independent learner? T hese questions will serve as touchstones throughout the year as students develop the skill sets, listening, speaking, reading, writing and cultural competency, that are necessary to reach the communicative benchmarks of this course. In the content-rich, culturally appropriate context provided in class, students learn to discuss their childhoods, the journeys of immigrant families in the US, and global Human Rights. Building on previous years, the course continues to emphasize critical thinking skills related to language acquisition, and encourages students to actively reflect on how they learn as well as what they are learning. Students will develop the skills and dispositions needed to guide their own learning, with the class structured to provide the support and scaffolding needed by the individual learner to achieve goals she sets for herself within the context of the existing curriculum. Chinese Class I Chinese Who am I as a learner? What does learning Chinese look like and feel like? Class I language emphasizes critical thinking skills related to language acquisition and encourages students to develop a productive and proactive “language acquisition stance.” Students will be asked to consciously develop and strengthen specific skills and will always be asked to explain what they know and how it is that they know it. Class I Mandarin students will begin to acquire the building blocks of Chinese characters through drawing, singing and acting. The course also serves as an introduction to the geography of the Chinese speaking worlds. Students will consider questions such as: Who speaks Chinese? What are the cultures of these places like? Students will explore various aspects of China’s cultures through stories, rhymes, games, and stories from Three Character Classics, a children book from the 13th century. Students will develop the skills and dispositions needed to guide their own learning, with the class structured to provide the support and scaffolding needed by the individual learner to achieve goals. Class II Chinese What does my learning look like? What does learning in a group look like? How does careful observation and listening lead to problem solving? What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? Class II Mandarin, students will continue to develop their critical thinking skills, and practice using a variety of thinking routines to acquire new materials. Students will be developing five skills sets as they relate to language acquisition: listening, speaking, reading, writing and cultural competency. Pinyin – the mandarin phonetic system will be introduced, with a particular focus on tones. At the same time, students will learn to write Chinese characters, from strokes to stroke orders, radicals, and formation of characters. They will be learning to write and use about 150 characters. Typing Chinese will also be introduced. Mini research on Chinese cultural topics
will be conducted, including hands on experience with calligraphy, paper cutting, and origami. The course will use the iPad as a tool to enhance the learning. All the course materials will be available digitally to students. Class III Chinese How and when do I learn the best? What motivates me? What do I learn about my own culture by engaging with other cultures? C lass III Mandarin will continue to introduce students to the official Chinese language (Putonghua), its writing system (simplified) and its culture. Students will start with a review of pronunciation rules and gradually move up to building the vocabulary foundation needed for daily conversations related to greetings, family, dates and time, and hobbies. They will also add the new vocabulary and grammar needed for visiting friends, and making appointments with teachers. Watching videos and documentaries from China, students will make connections between the Chinese culture and their home culture, explore cultural topics such as the New Year’s celebration, and the Chinese education system. This class will help students explore their own learning style, and develop a productive and proactive approach that works for them as students of language. Class IV Chinese What is the pattern of my learning? What does it tell me? How will I use it? How can art teach me about people’s lives and the history of their culture? This course will support students as they assimilate more complex grammar and vocabulary, and as they challenge themselves to think in Chinese. Students will acquire new expressions needed for asking and answering questions about learning languages, arranging appointments, and their daily routine at school. The course will provide students with feedback on their speaking, writing, listening and reading performance as well as their learning process and strategies. Students will learn to look for patterns in their own work and make use of those observations by way of reflection that helps them design and prioritize learning goals. Students will also encounter the Chinese culture through art. They will be uncover hidden connections between Chinese language and its many art forms, learning about how art is used and created in daily life. After a trip to the Museum of Fine Arts, students will attempt to bring their knowledge of the language and their understanding of the art together through a self-directed skit. By the end of the course, class will be conducted primarily in Mandarin.
LOWER SCHOOL STEM COURSES Class I: Library and Technology Skills In this yearlong, 1x per cycle course, students learn to access quality information for pleasure reading and research in both print books and digitally using the online library catalog, subscription databases, and search engines. They learn to ask probing research questions, assess sources for reliability and objectivity as well as practice good scholarship by accurately paraphrasing information and citing sources using MLA format. The second semester is primarily devoted to each student completing a research project of her choosing. Students also explore digital citizenship and online safety. Class II: Coding For Embedded Systems In this hands on course, students learn how to program a computer to create dynamic multimedia output using the Processing language (Java-based) and to writing code for microchips embedded within electronics using the Arduino language (C-based). Students develop the skills of text-based syntax and gain experience with various data types, conditionals, functions, user inputs, graphics, physical computing, and more. They are introduced to making video games, apps, and interacting with electronics to automate robots. Class III STEM Courses Students in Class III take both of the courses described below, one each semester. Half of the Class III students will take Circuits and Electronics first, and the other half will take CAD for 2D & 3D Fabrication first. All students will have taken both courses by the end of the year. Class III: Circuits, Components and Signals In this course, students build on their knowledge of programming from Class II and develop a deeper understanding of electronics by learning to build and design circuits using a variety of components such as LEDs, servo motors, potentiometers, piezo buzzers, and proximity sensors, to name a few. Students prototype, test and revise their circuits on breadboards. In addition, embedded coding is used to interface with their designs. This is a semester-long course that meets 1x per cycle during the Class III year. Class III: Computer Aided Design for 2D and 3D Fabrication Using Computer Aided Design (CAD) software to render and fabricate precise geometries for mechanical parts and interesting forms, students will practice methods in 3D visualization, additive and subtractive manufacturing, rapid prototyping, measurement, and quality assessment. In the process, they will gain experience with tolerance, precision, and materials of varying characteristics through a lens of engineering design. 3D printers and laser cutters/engravers, operating in 2D, will be used regularly, and students will learn about how these machines function, how they are maintained, how to design for their strengths, and how to test their designs as the basis for improvement. This is a semester-long course that meets 1x per cycle during the Class III year. Class IV STEM Studios Class IV students have the choice of a design team where they will have the opportunity to apply the skills learned in their Class I-III STEM classes to interdisciplinary engineering challenges. Teams are thematic in nature and follow a design thinking​ or ​project based learning​ model. All projects will involve some coding, electronics, and 3D design, in a context chosen by the student. Class IV teams will meet 1x per cycle for a semester. Students select one from the list below. All students will sign up for at least 1 semester. The other semester, students may elect to participate on another team or have a study.
The Automation Lab With millions of years of evolutionary experience, nature has found wonderful solutions to common problems. Without leadership, ants organize food collection lines, in-the-dark bats adapt high frequency sound to “see”, and the branching patterns of trees optimize their collection of solar energy. Thus, students in the Automation Lab will approach their projects from the perspective of “biomimetics”, drawing from biology for design inspiration. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to create machines or robots that function autonomously. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Data Acquisition Team Building devices to make real measurements, you can finally settle questions about who can make the most noise and which is the smelliest cheese, you could answer local environmental questions about the pollutants around us and nearby soil quality, you could begin scientific investigations into heart rate and electrical activity in muscles, or you could follow curiosity to allow us to hear what bats would sound like if only we could hear ultrasonic frequencies. As a member of the Data Acquisition team, students build and use scientific instruments, then visualize data to illuminate the invisible and experience the hidden. Students will be introduced to “big data” and find agency through information. They will integrate programming, electronics, 3D design, and other STEM skills and apply them to the acquisition, processing, and application of data. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. The Prototyping Lab For anyone who ever wanted their umbrella to tell them when to bring it, their vacuum to check a calendar and operate itself, their fish to be fed by a mobile app, or for anyone who ever noticed that a lot of things could be better, the Prototyping House will rethink and redesign the commonplace to be smarter, more efficient, more interesting, and more capable. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to tinker with the things around us and to fabricate original ideas. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Manifest Arts STEAM Studio Art has always had a relationship with technology. Painters needed canvas and sculptors needed chisels, and you have LEDs, servo motors, infrared sensors, 3D printers, computers, and so much more. In the Manifest Arts Studio, you will design physical objects that change or evolve over time and in relation to their environment. Students integrate programming, electronics, 3D design, and other prototyping skills and apply them to produce works of art with which we physically interact. They develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Temporal Arts STEAM Studio Performing arts are experienced temporally, as a function of time, and they have also evolved over time, as technology defined the sound of each era’s music, advanced complex stage productions, and created film from static pictures. When we push technology forward, we can can advance art itself. The Temporal Arts Studio will engineer equipment for creating works of sound and motion. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to produce art that we experience through
performance. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Interaction Design Studio Design is problem solving, but also much more. Designers make the art of our daily lives, they shape technology for human needs, they apply thought to rationally make decisions from the minutiae of fonts on an interface to the overarching architecture of a machine and beyond, and they bridge fields from engineering to art. Members of the Interaction Design Studio will exercise brainstorming techniques, utilize methods of rapid prototyping, conduct qualitative research, iterate, and put human interaction front and center as they explore solutions, looking beyond merely overcoming technical hurdles to make things that reflect the people they are made for. Students will integrate programming, electronics, 3D/2D design, and other prototyping skills, and apply them to design the products with which we interact.
