1
PACIFIC BOYCHOIR ACADEMY
ACADEMIC CURRICULA MAPS
4th – 8th Grade
Salvatore Michael Trento, Head of School
January 2016
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CONTENTS
Page
ACADEMIC FACULTY: 2015 – 2016
INTRODUCTION
MISSION STATEMENT
BLOOM’S TAXONOMY SKILLS
4
5
8
7
GRADE 4
8
LANGUAGE ARTS
MATH
ENVIRONMENTAL SCIENCE
SOCIAL STUDIES
GRADE 5
ENGLISH
MATH
ENVIRONMENTAL SCIENCE
HISTORY
SPANISH
GRADE 6
ENGLISH
MATH
EARTH SCIENCE
HISTORY
SPANISH
GRADE 7
ENGLISH
MATH
9
15
20
22
29
30
33
36
38
41
44
45
50
52
54
58
61
62
67
3
LIFE SCIENCE
HISTORY
SPANISH
LATIN
GRADE 8
ENGLISH
MATH
PHYSICAL SCIENCE
HISTORY
PHYSICAL EDUCATION
SPANISH
LATIN
ACADEMIC WEEKLY REPORTS
72
74
78
81
86
87
92
97
99
104
107
110
114
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ACADEMIC FACULTY: 2015 – 2016
This first Curriculum Map for PBA was made possible by the continued efforts of this outstanding academic faculty:
• Natascha Bach: Grade 4
• Megan Cole: Spanish, Grades 5, 6, 7, 8
• Stefani Echeverria: Latin, Grades 7 and 8
• Kevin Fox: Math, Grades 7 and 8
• Victoria Fry: Grade 5
• Richard Gabri: English, Grades 6, 7 and 8
• Leo Knudtson: Science, Grades 4, 5, 6, 7 and 8; Math, Grade 6
• Michael Kwett: History, Grades 6, 7 and 8
• Scott Thompson: Physical Education, Grades 4, 5, 6, 7 and 8
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INTRODUCTION
Best-selling author Stephen Covey reminds us that we cannot reach our destination if we don’t know where we are headed. Heeding his advice to
“begin with the end in mind,” our instructors have dedicated countless hours to the preparation of the enclosed curricular documents. This guide is
intended to serve as a "road map" for parents as they anticipate their children's progression through the grades.
Our goal is to offer a high level of accessibility and currency regarding what we do in our classrooms. Each document includes the minimum of what
we teach (content/scope), when we teach it (sequence), and what skill sets / activities are involved. The enclosed matrix provides a visual map of
curricular flow.
Please keep in mind, however, that each day brings to the classroom new ideas, new technology and new methods—as well as those wonderful,
unanticipated teachable moments. Thus, these documents are, by definition, “works in progress.” Furthermore, the documents may change as
necessary to reflect curriculum decisions which emerge from educational committees, administration, and an analysis of state and national standards.
Curriculum is the engine that drives a school. So it is essential to constantly monitor and tweak this powerful force, or else it begins to wobble, become
inefficient and eventually breaks down. A curricular map, or “matrix” if used properly, is a tool to insure that this rarely happens. It is a device that
allows a school to adjust content and sequence. Each year teachers and administration will have the opportunity to fine tune and make changes in the
guide to bring it in line with the following year's program.
These Curricular Maps in conjunction with our accumulated Academic Weekly Reports (details of what each class did that week) provide a rich
overview of the comprehensive nature of this academically rigorous and creative school.
I want to thank all of the faculty and staff at Pacific Boychoir Academy for toiling many hours over many months to make this set of curricular maps a
reality. It is through their efforts that this wonderful school continues with a fresh perspective on the honorable profession of teaching.
I hope you find these curricula maps helpful.
All good wishes,
Salvatore Michael Trento
Salvatore Michael Trento,
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Head of School
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MISSION STATEMENT
Pacific Boychoir Academy (PBA) develops confident, engaged young men who are capable of achieving outcomes through personal discipline and
teamwork.
OVERVIEW
PBA is an independent day school for boys in grades 4-8 with seven after-school choirs for boys in pre-kindergarten through high school. The only
North American boychoir school outside of the East Coast, PBA offers unique and rigorous academic programs and choral training, producing
confident, engaged young scholars and artists. PBA is a richly diverse community, focusing on excellence in academics and music education.
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Bloom’s Taxonomy Skills
Bloom’s Taxonomy Skills is a classification of levels of intellectual behavior important in learning. In 1956, Benjamin Bloom with Vanderbilt
University collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals:
Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and
college instructors in their teaching.
The following are the six levels within the cognitive domain, from the simple recall or recognition of facts (knowledge)—at the lowest level of the
pyramid—through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Our instructors included
Bloom’s work to indicate the cognitive level of the program. Verb examples are listed below the pyramid
Highest Level of Cognition
Lowest Level of Cognition
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up,
write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,
question, test.
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
Understanding / Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select,
translate,
Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.
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GRADE 4
10
GRADE: 4
DATE
September
SUBJECT: Language Arts
CONTENT/THEME
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Reading – Frindle by Andrew
Clements
Spelling Long and Short a, e, I, o
and u
Vocab 1, 2, 3, 4
Daily Journal
SKILLS
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October
•
•
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•
November
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•
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Reading – My Side of the
Mountain by Jean Craighead
George
Spelling words with oo, ar, or, ur
Vocab 5, 6, 7, 8
Daily Journal
Reading – Hatchet by Gary
Paulsen
Spelling words with ou, oi
Vocab 9, 10
Grammar Sentences, Mechanics,
Proofreading, Punctuation
Daily Journal
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•
•
•
•
•
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•
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Arrange, define, duplicate, list,
memorize, order, recognize,
recall
Describe, discuss, explain,
identify, locate
Apply, demonstrate, interpret,
write
Categorize, compare
Arrange
Predict
Arrange, define, duplicate, list,
memorize, order, recognize,
recall
Describe, discuss, explain,
identify, locate
Apply, demonstrate, interpret,
write
Categorize, compare
Arrange
Predict
Arrange, define, duplicate, list,
memorize, order, recognize,
recall
Describe, discuss, explain,
identify, locate
Apply, demonstrate, interpret,
write
Categorize, compare
Arrange
Predict
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
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•
•
•
•
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Teacher read-a-loud Frindle by
Andrew Clements
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Use story to practice
alphabetization
Story inspires class discussion on
how to use a dictionary
Silent Sustained Reading
Class read-a-loud My Side of the
Mountain by Jean Craighead
George
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Silent Sustained Reading
Class read-a-long as teacher reads
Hatchet by Gary Paulsen
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Use stories vocabulary to look up
definitions in the dictionary
Silent Sustained Reading
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December
•
•
•
•
•
Reading - The Great Horn Spoon!
by Albert Fleischman
Spelling plurals, possessive
nouns, abbreviations
Vocab 11, 12
Grammar Subjects, Predicates,
Proofreading
Daily Journal
•
•
•
•
•
•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Describe, discuss, explain,
identify, locate
Apply, choose, demonstrate,
dramatize, illustrate, interpret,
practice, write
Analyze, assemble, categorize,
compare, discriminate, examine,
experiment
Arrange, collect, construct,
prepare, write
Predict
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•
•
•
•
•
•
•
•
•
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January
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•
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•
Reading – Shiloh by Phyllis
Naylor
Spelling words with ei, ie, eigh,
y, ey, prefixes un, dis, non, in, re
Vocab 13, 14
Grammar Combining Sentences,
Combining Subjects and
Predicates, Complex Sentences,
Proofreading
Daily Journal
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•
•
•
•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Describe, discuss, explain,
identify, locate
Apply, choose, demonstrate,
dramatize, illustrate, interpret,
practice, write
Analyze, assemble, categorize,
compare, discriminate, examine,
experiment
Arrange, collect, construct,
prepare, write
•
•
•
•
•
•
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•
Class read-a-loud The Great Horn
Spoon! by Albert Fleischman
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Look up vocabulary words from
the book we don’t understand
Vocabulary Challenge – to use
vocab words from the book at
least 10 times in a day
Play 20 cues game to learn vocab
words from the story p.10
Sing songs from the Gold Rush p.
19
Follow recipe for Miner
Flapjacks and eat! p. 22
Learn about Simles from the
story p. 24
Go to grocery store to collect
prices from the times of the gold
rush and today’s current prices p.
25
Learn how to pan for gold p. 27
Discuss diseases of the Gold
Rush times p. 29
Learn about and label all the parts
of a ship p. 38
Silent Sustained Reading
Class read-a-loud– Shiloh by
Phyllis Naylor
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Story is set in West Virginia, use
a map with line of latitude and
longitude to answer worksheet
about WV facts, p. 14-5
Conduct a mock trial for who is
Shiloh’s rightful owner
12
•
Predict, defend, judge, support,
evaluate
•
•
•
February
•
•
•
•
•
Reading – A Wrinkle in Time by
Madeline L’Engle
Spelling changing y to I, suffixes
ion, ness, able, less, ful
Vocab 15, 16
Grammar Run-on Sentences,
Common Nouns, Proper Nouns,
Mechanics, Proofreading
Daily Journal
•
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•
•
•
•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Describe, discuss, explain,
identify, locate
Apply, choose, demonstrate,
dramatize, illustrate, interpret,
practice, write, sketch
Analyze, assemble, categorize,
compare, discriminate,
Collect, prepare, write
Predict
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March
•
•
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Reading - Maniac Magee by
Jerry Spinelli
Spelling words with er, al and en
sound
Vocab 17, 18
Grammar Singular and Plural
Nouns, Mechanics, Irregular
Plural Nouns, Proofreading,
Possessive Nouns
Daily Journal
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•
•
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•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Describe, discuss, explain,
identify, locate
Apply, choose, demonstrate,
interpret, practice, write
Analyze, assemble, categorize,
compare, discriminate, examine,
experiment
Arrange, collect, prepare, write
Predict
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Storytelling/interview an elderly
family member and hear them tell
stories from their growing up p.
30
Discuss telling lies and the lies
Marty tells in the story p.33
Personal reflection on the topic of
lying
Silent Sustained Reading
Class read-a-long A Wrinkle in
Time by Madeline L’Engle
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Learn about the life of the author
Compile a list of vocabulary
words from the story to look up
for deeper understanding
Learn how to draw dimensions
with shapes, inspired from the
story
Create your own Tesseract
Adventure to share with the class
p. 38
Chart the differences between
your world and this world
Silent Sustained Reading
Class read-a-long Maniac Magee
by Jerry Spinelli
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Write a book report on a book of
your choosing
Story Quiz p. 16
Make a class list of
Onomatopoeia
13
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April
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Reading – Island of the Blue
Dolphins by Scott O’Dell
Spelling adding ed and ing,
words with silent letters
Vocab 19, 20
Grammar Action Verbs, Past
Tense Verbs, Future Tense Verbs,
Main and Helping Verbs, Linking
Verbs, Irregular Verbs
Daily Journal
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Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Describe, discuss, explain,
identify, locate
Apply, choose, demonstrate,
illustrate, interpret, practice, write
Analyze, assemble, categorize,
compare, discriminate, examine,
experiment
Prepare, write
Predict
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May
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•
Reading – In the year…Jackie
Robinson by Bette Bao Lord
Spelling Contractions,
Homophones, VCCV and VCV
words
Vocab Year Review
Grammar Pronouns, Subject and
Object Pronouns, Reflexive
Pronouns, Pronoun-Verb
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•
•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Classify, describe, discuss,
explain, identify, locate,
recognize
Apply, choose, demonstrate,
illustrate, interpret, practice,
write, solve
•
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Experiments about saying “hi” to
people you wouldn’t normally
say hi to p.20
Class Discussion of the jargon in
the book and what we use here at
our school p. 25
Maniac Magee is known for his
running, learn about famous
runners and the muscles of the
legs p. 39
Silent Sustained Reading
Class read-a-loud Island of the
Blue Dolphins by Scott O’Dell
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Use story to research three sea
animals of interest
Present a computer slide show of
facts about each animal for the
class
Use story to inspire a deeper
understanding of nature’s forces
tsunamis and earthquakes through
research online
Draw a map of the world and
indicate where most tsunamis and
earthquakes happen
Write a book report on a book of
your choosing
Silent Sustained Reading
Teacher read-a-loud In the
year…Jackie Robinson by Bette
Bao Lord
Teacher Created Resources Guide
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Write a book report on a book of
your choosing
14
•
Agreement, Possessive Pronouns,
Homophones
Daily Journal
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•
Analyze, assemble, categorize,
compare, differentiate,
distinguish, examine, experiment
Compose, create, design,
organize, plan, prepare, write
Predict, evaluate
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June
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Reading – Dear Mr. Henshaw by
Beverly Cleary
Spelling words with three
syllables
Spelling Strategies and Log
Vocab Year Review
Grammar Adjectives, Proper
Adjectives, Articles, Adjective
that Compare, Comparing More
and Most, Adjective, Adverbs,
Prepositions
Daily Journal
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•
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•
Arrange, define, duplicate, label,
name, list, memorize, order,
recognize, recall, reproduce
Classify, describe, discuss,
explain, identify, locate,
recognize
Apply, choose, demonstrate,
illustrate, interpret, practice,
write, solve
Analyze, assemble, categorize,
compare, differentiate,
distinguish, examine, experiment
Compose, create, design,
organize, plan, prepare, write
Predict, evaluate
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Quiz on story p. 12
Plan a menu for the day for
Shirley p. 19
Class Discussion on
Misunderstandings and being
Accepted p. 20, 22
Fun with Chinese Horoscopes p.
29
Math – Finances worksheet from
Shirley’s day p. 31
Create a mobile of the
experiences Shirley has
throughout the year p. 34
Choose a subject from the story
to learn more about and research
online to share with class p. 39
Silent Sustained Reading
Independent class read Dear Mr.
Henshaw by Beverly Cleary
Teacher Created Resources Guide
Class discussions about each
chapter
Independent daily journaling with
a class prompt
Worksheets
Class discussions and predictions
Story is located in CA, review
map skills and use lines of
latitude and longitude to map the
truckers trip across CA p.11
Conduct a personal Interview
p.12
Learn to compose and type a
business letter p.13
In the story mom works for a
caterer, learn to make simple
quiches, following a recipe p. 16
Design a postcard
Write a book report on a book of
your choosing
Silent Sustained Reading
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Course Overview: In the fourth grade language arts program students read from a variety of literature genres which include novels, short stories, picture books, poetry, reference
books and periodicals. Students are provided opportunities to listen to stories read orally as well as practice their own skills of reading aloud. Students also enjoy silent sustained
reading times with books of personal interest to them. Children are given extensive writing opportunities including narrative, expository, and fiction. Writing skills, reading
comprehension strategies, vocabulary development, spelling and writing mechanics are the main components of our language arts curriculum.
Text / Workbooks Used:
We use the Harcourt Press Spelling and Wordly Wise Vocabulary, McMillan McGraw Hill Grammar, Teacher Created Resources Guides
Goals & Objectives / Course Philosophy:
Ensure preparedness for fifth grade (or higher) reading, comprehension, vocabulary and writing skills. Students are encouraged to begin to develop and construct language and
deeper understanding for themselves. We encourage authentic and reflective writing, interactive discussions, and intrinsically motivated students. Our belief is that students who
read, write, speak, and listen well will develop the capacity to reason, inquire and think critically, creatively and with clarity.
Assessment:
We assess spelling weekly. Vocab is assessed bi-weekly and also serves as our bonus words for weekly spelling assessments. Daily journals are assessed for completion and
content. Teacher observation of mastery, writing samples, reading conferences, group discussions, research and special projects, story quizzes.
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GRADE:
DATE
September
4
SUBJECT: MATH
CONTENT/THEME
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•
Whole Numbers
Estimation and Number Theory
SKILLS
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
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October
•
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Whole Number Multiplication
and Division
Real World Word Problems
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
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Count to ten thousand
Count to one hundred thousand
Compare and organize numbers
to one hundred thousand
Estimation
Use rounding to check the
reasonableness of sums and
differences
Use front end estimation
Break down whole numbers into
factors
Find common factors
Find the greatest common factors
Identify prime numbers and
composite numbers
Find multiples of a number
Determine if a number is a
multiple of another number
Find the first 12 multiples of a
number
Find the common multiples of
two numbers
Find the least common multiple
of two numbers
Estimate your family’s groceries
and round up the actual cost
Represent numbers using placevalue charts
Model multiplication with
regrouping in thousands,
hundreds, tens, and ones
Multiply using the place value of
each digit
17
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Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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November
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Tables and Line Graphs
Data and Probability
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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Multiply by tens
Multiply a 2 digit number by a 2
digit number
Multiply a 3 digit number by a 2
digit number
Use a number line to estimate
products
Divide using regrouping in
hundreds, tens, and ones
Divide with no remainder
Divide with remainder
Divide a 1 digit number with no
remainder and with a remainder
Estimate quotients using related
multiplication facts
Solve 3 step problems using
models
Use tables to organize and
present data
Collect data and make a table
using Excel
Interpret data organized in rows,
columns, and intersections
Read a line graph to find out how
data changes over time
Read different types of graphs to
show data in different ways
Collect data and make a line
graph
Divide to find the average
Find the mean or average
Find the total from the mean or
average
Find the median of a data set
Find the mode of a data set
Find the range of a data set
Find the mean of a data set using
a line plot
Make a stem and leaf plot
Use a stem and leaf plot to find
median, mode, and range
Use data to predict if a result is
likely or unlikely
18
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December
•
Fractions and Mixed Numbers
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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January
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•
Decimals
Adding and Subtracting Decimals
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•
•
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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February
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Angles
Perpendicular and Parallel Line
Segments
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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Express the likelihood of an
outcome as a fraction
Represent probability on a
number line
Adding fractions using equivalent
fractions
Cumulative review and
assessments
Analyze data to find a typical
value for a data set
Compare probabilities
Subtract using equivalent
fractions
Add a whole number and a
fraction to get a mixed number
Write fractional parts of mixed
numbers in simplest form
Show improper fractions using
models
Express improper fractions in
simplest form
Use models to rename improper
fractions as mixed numbers
Use division to rename improper
fractions as mixed numbers
Add two fractions to get mixed
number
Add three fractions
Subtract fractions to get whole
numbers
Use a multiplication or division
to find the total
Express fractions in tenths as
decimals
Find equivalent ones and tenths
Express mixed numbers as
decimals
Use place value to understand
whole number and decimal
amounts
Express fractions in hundredths
as decimals
Find missing numbers in a pattern
19
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March
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•
Squares and Rectangles
Area and Perimeter
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
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April
•
Symmetry
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Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
•
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•
•
•
•
•
May
•
Tessellations
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•
Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
•
•
•
Use place-value concepts to
compare decimals
Rounding Decimals to whole
numbers
Adding and Subtracting decimals
Solve real world problems
Use letters to name and angles
Use a protractor to measure an
angle in degrees
Use protractor to draw acute and
obtuse angles
Learn about turns and right
angles
Use a protractor to draw
perpendicular line segments
Use a drawing triangle to draw
perpendicular line segments
Draw parallel line segments
Identify horizontal and vertical
lines
Identify a square and its
properties, rectangle, and how
some figures can be broken into
squares and rectangles
Use the properties of squares and
rectangles to find angle measures
Use the properties of squares and
rectangles to find side lengths of
figures
Find the area of a rectangle by
counting squares
Find the area of rectangle using a
formula
Estimate the area of a figure
Learn the perimeter of a rectangle
using a formula
Find one side of a square given
its perimeter
Find one side of a square given
its perimeter
Find the perimeter of a composite
figure by adding the lengths of its
sides
20
•
•
•
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
•
•
•
•
June
•
•
Review
Symmetry, Shapes, Tessellations
•
•
•
•
•
Arrange, define, label, list,
memorize, name, order,
recognize, recall, repeat,
reproduce, state
Classify, describe, explain,
identify, review
Apply, demonstrate, employ,
interpret, practice, solve
Calculate, differentiate,
distinguish
Estimate, evaluate
•
•
•
•
•
•
•
•
Find the area of a composite
figure by adding the area of its
parts
Use lengths and width to find the
area of a rectangle
Use the area of the path around a
rectangle
Find the area and perimeter of
parts of a figure
Cumulative review and
assessments
Identify a line of symmetry of a
figure
Make symmetric figures
Identify figures that have a
rotational symmetry
Design your own symmetric
pattern
Repeat shapes to make patterns
Use dot paper to identify shapes
that tessellate
Make different tessellations for
each shape
Course Overview: In the fourth grade math curriculum students learn fewer concepts but more thoroughly so when it appears in subsequent grade levels it is always and deeper
level. A heavy focus is given to numbers, operations, and algebraic thinking, measurement, data, and geometry. The math standards are integrated through activities, explorations,
practice, and meaningful discussion. The course helps students build a solid conceptual understanding through a focus on problem solving. We use a flow of concrete, pictorial,
and abstract progressions allowing students to gain a strong conceptual understanding.
Text / Workbooks Used: Marshall Cavendish Singapore Math 4A and 4B textbooks and workbooks, manipulatives
Goals & Objectives / Course Philosophy: Ensure preparedness for fifth grade (or higher) math through 5 aspects of mathematical problem solving:
1.
Attitudes - Beliefs about their own abilities, Interest in learning new things, Appreciation for what skills they currently possess, Confidence, and using Perseverance when
concepts are new and challenging
Skills – Building on Numerical calculation, Algebraic manipulation, Spatial visualization, Data analysis, Measurement, Estimation, Use of mathematical tools
Concepts – Introducing new concepts surrounding Numerical, Algebraic, Geometrical, Statistical, and Analytical
Processes – Learning processes of Reasoning, Communication, Thinking skills, and Applications
Metacognition – Helping students to begin to monitor one’s own thinking as well as promoting self-regulation of learning
2.
3.
4.
5.
6.
Assessment:
Daily assignments, Workbook page practice, Pretests and Tests, Cumulative Assessments
21
GRADE: 4
DATE
September
October
CONTENT/THEME
Insect catch & release
Catapult Activity
Garden Sustainability
•
•
•
Knowledge: label, name
Understand: classify, describe
Application: apply, illustrate,
practice
•
•
Growth in Garden
Using Microscopes & Lenses to
examine Garden insects/leaves
Air pollution collection samples
General Weather investigations/
ocean/air
Investigations: Chemistry,
Matter, Interactions
Regional Weather patterns: El
Nino
•
Evaluation: appraise, assess,
compare, estimate, predict
Synthesis: arrange, assemble,
Analysis: analyze, appraise
•
•
December
SKILLS
•
•
•
•
•
November
SUBJECT: Environmental Science
•
•
January
•
February
•
March
•
•
April
•
•
•
•
•
•
•
Evaluation: appraise, assess,
compare,
Synthesis: arrange, assemble,
Analysis: analyze, appraise
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
Local/Regional Traffic Patterns:
effect on local/urban ecosystems
Vehicle emissions: gas, hybrids,
electric—effects on local
environment.
•
•
Knowledge: arrange, order
Understanding: classify,
describe
•
Global Weather Patterns: climate
change data
Plate tectonics/Earthquake
analysis / general fault zones,
Volcanism
Stress/Weight Loads of local
bridges
Bridge Stress Activity
Index Card Activity
Motion / Force: Newton
•
•
•
•
Knowledge: recognize
Understanding: identify
Knowledge: define, name
Understanding: classify, identify
•
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
•
•
•
•
Insect nets, collecting jars, walk
around campus, neighborhood
Build a catapult, tweak for
distance flying objects
Grow a plant/vegetable
Work in garden, tilling, soil
analysis
Set up sticky tape pollutant
collectors/analyze
Collect daily weather data
Writing a research report
Measuring matter, Identifying
Matter, Combining Matter,
Changing Matter, pH Labs
Getting familiar with lab
equipment
Record data on types of cars,
early morning traffic bridge
patterns, weather influence.
Weather maps, computer
simulation?
Building blocks
Build a Volcano!
Wooden sticks: design bridge to
withstand weight
Index cards
Model cars propel via balloons
Marbles/sold spheres hitting each
other: reaction
22
May
•
Knowledge: define, name
• Binoculars, night-time
identification activity?
Understanding: describe,
identify
June
• Wrap up of year.
• Knowledge
• Demonstration reviews
• Understanding
• Application
Course Overview: This course covers a wide range of subjects including urban ecosystems, sustainable gardening, local air/ground pollution studies, insect catch/release
activities, East Bay temperature/earthquake tremors, force-motion/bridge structures in Bay Area, hydroelectric / hybrid / electric car transportation systems, traffic patterns
(resulting particular matter), backyard astronomy, and earth’s place in the solar system.
Backyard Astronomy: Solar
system; planets/starts
•
•
Text / Workbooks Used:
https://www.georgiastandards.org/resources/Pages/Environmental_Education_3-5.aspx
http://www.education.com/activity/fourth-grade/science/
http://www.education.com/activity/fifth-grade/
Goals & Objectives: To allow students to understand the urban ecosystem in which they live; to give them a wider perspective/appreciation of their surroundings and the effects of
a high density city population upon natural systems, like creeks, ponds, and artificial systems like raised planting beds. To gain a better understanding of the local, regional and
global world and the interactions of various systems. Students will gain knowledge on some of the more pressing environmental issues facing them today: climate data, weather
patterns, transportation types, earth’s place in the solar system, local / regional tectonic action and the effect on high density populations.
Assessment: As this class meets once per week, grading is on class participation, in-class group activity completion, weekly project completion, and short, weekly review
activities based on the following: Class Participation = 25%, In-Class group activity completion = 25%, Weekly Project Completion = 25%, Weekly Review = 25%
23
GRADE: 4
DATE
September
SUBJECT: Social Studies
CONTENT/THEME
•
•
•
•
California – Location in the
world
California – Location in North
America
California – Location in United
States
Origins of the first Californians
SKILLS
•
•
•
Understanding/Comprehension:
identify, describe, express,
explain, review
Knowledge: recognize, recall,
memorize
Knowledge: map reading skills,
using borders, recognize, recall
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
•
•
Using prior knowledge to draw a
map of California and label cities,
rivers, bodies of water, and
landforms
Use a globe to identify where
California is located
Use a world map to recognize
where California is located
Discuss what countries our
families come from and how we
all ended up here in California
Use a United States map to locate
California
Use text to read and answer
review questions to ensure
reading comprehension
Display photographs of state bird,
flower, animal, fish
Identify and discuss regions of
our state and their features
Students create a word web to
organize the regions and their
features
Students select one resource and
write a paragraph about its
influence on California
Students memorize tribe names,
resources, and ceremonies
24
October
•
•
Colonial California
Mexican California
•
•
•
•
•
•
•
•
Knowledge: arrange, list
Understanding: describe, discuss,
restate
Understanding: explain, identify,
locate places on map/globe using
latitude and longitude
Comprehension: describe ,
discuss and recognize
Understanding; reading and
translating charts
Application: choose,
demonstrate, interpret, solve,
write
Analysis: compare, distinguish
Synthesis: plan, create, develop,
organize
•
•
•
•
•
•
•
•
•
•
•
November
•
•
•
California - Newcomers Change
California
California Gold Rush
Living Museum – Bios of
Famous Californians
•
•
•
•
Knowledge: arrange, define,
memorize, recall
Understanding/Comprehension:
classify, describe, discuss,
explain, identify, locate,
recognize
Application: apply, demonstrate,
illustrate, interpret, sketch
Analysis: analyze, categorize,
examine
•
•
•
•
Students arrange dates and names
of expeditions on a time line
poster
Define key terms within the text
Students locate places on a
map/globe using latitude and
longitude
Discussion topic – Why did Spain
want to explore the California
coast?
Discussion topic – What was life
like on the mission? What were
the routines of the Indians living
at the missions? How did their
culture change? What items did
the Indians produce while living
at the mission?
Detective work; students research
how California cities got their
names
Students barter and trade for a
week to acquire what they need
Students describe differences
between tallow trade and the
trades Indians made
Students identify cause and effect
why the missions closed
Students choose a task and
prepare directions to give orally
to classmates like were given to
the Indians during the 1800s
Students create a mural which
depicts life on a ranchero during
the 1800s
Students continue to add
important dates and names to
their timeline
Define key terms within the text
Discussion topic – What does the
experience of the Donner party
tell you about traveling to
California in the early 1840s?
Students use a map scale and
legend to measure distance
25
•
Synthesis: arrange, assemble,
collect, compose, develop,
organize, plan, prepare, write
•
•
•
•
•
December
•
•
After the Gold Rush
Family History
•
•
•
•
•
Knowledge: list, name, state
Understanding: describe, discuss,
explain
Application: illustrate, write
Analysis: analyze, categorize,
examine
Synthesis: arrange, assemble,
collect, create
•
•
•
•
•
•
•
•
•
Students design their own
California State Flag
Discussion topics – How did the
United States gain control of
California from Mexico? Why
might settlers have wanted
California to stay as it was before
the war? What did the gold rush
mean to the U.S. and the world?
How did the gold rush change
places like Plymouth,
Massachusetts? Why did so
many people come even though
so few became wealthy?
Students learn method of how to
pan for gold
Students select, research, write a
personal bio, memorize and
present a living museum of
famous Californians
Examine maps of the Mexican
Cession
Define key terms within the text
Students research to find out their
family history
Students interview parents and
grandparents
Students collect and organize
unique photos and documents
regarding their family history
Students present to class their
family history using technology
Watch videos: The Gold Rush
and Sin, Fire, and Gold!
Role playing in class the roles of
interviewers talking to early
pioneer and settlers, Smith,
Stearns, Sutter, Donner Party
Sing songs of the Gold Rush
Study the bear flag and our
current flag and design a flag for
our school using the ideals of the
people who work and attend our
school
26
•
•
January
•
The 31st State
•
•
•
•
Knowledge: recall, state
Understanding/Comprehension:
explain, recognize
Application: choose, illustrate,
interpret, sketch
Synthesis: arrange, design, create
•
•
•
•
•
•
•
February
•
•
•
California 1850 Railroad
expansion
California 1850 Agricultural
advances
Problems facing California
agriculture
•
•
•
•
•
•
Knowledge: define, duplicate,
label, list, memorize, name,
recognize, recall, state
Understanding: describe, discuss,
explain, express, locate, report,
restate
Application: apply, choose,
interpret, illustrate, practice,
solve, write
Analysis: categorize,
discriminate, distinguish,
examine
Synthesis: arrange, manage, plan,
write
Evaluation: compare, assess,
support
•
•
•
•
•
•
•
•
•
Watch History Channel’s
documentary on The Gold Rush
Write the directions of how to use
a rocker to look for gold
Create a graphic organizer for the
Gold Rush – Cause and Effect
Sing state song: “I love you
California”
Students read and discuss slavery
and vigilantes
Discussion topic – Law and not
abiding the law
Define key terms within the text
Reading and Interpreting the
State Seal
Students create a Seal for the
Pacific Boychoir Academy
Students read to discover how
long it would take to send a
message or gift then and now
Discussion topics – Why did
early Californians feel cut off
from other states? Why were
goods so expensive?
Define key terms within the text
Students write messages using
Morse Code
Students learn about time zones
and reading a time zone map
Students write a short story with
prompt: Imagine you are on the
first train to cross the Sierra
Nevada. Write a short story
about your journey.
Discussion topic – How
refrigeration changed their way of
life?
Students graph their own personal
food consumption - How many
things in a week do you eat that
are refrigerated?
27
•
March
•
1880s in California: the mixing of
peoples (immigrants)
•
•
•
•
•
Knowledge: define, list ,
memorize
Understanding: describe, discuss
Application: apply, interpret,
practice, solve, write
Analysis: analyze, categorize,
examine
Synthesis: arrange, assemble,
collect, create
•
•
•
•
•
•
•
•
•
•
April
•
Modern California 1910 - on
•
•
•
•
•
•
Knowledge: define, duplicate,
label, list, memorize, name,
recognize, recall, state
Understanding: describe, discuss,
explain, express, locate, report,
restate
Application: apply, choose,
interpret, illustrate, practice,
solve, write
Analysis: categorize,
discriminate, distinguish,
examine
Synthesis: arrange, manage, plan,
write
Evaluation: compare, assess,
support
•
•
•
•
•
•
•
•
Students add important events
and dates to their timeline
Students read about and discuss
conflicts between cultures
Discussion topic – Discrimination
Define key terms within the text
Students add important events,
dates and inventions to their
timeline
Students take a trip to the Library
to learn about the Library Catalog
Learn about building the railroad
and tunnels
Write a railroad song
Compare the contributions from
the Chinese laborers and the
Natives who worked on the
missions
Read poetry of the time and
discuss as a class the mood each
one expresses about the railroad
Students read about and discuss
oil boom, water problems
Students add important events
and dates to their timeline
Define key terms within the text
Students pretend they are a
reporter in San Francisco in 1906
and write an article about the
earthquake and fire
Students visit Grace Cathedral to
see the mural depicting the
earthquake and flood
Discussion topics – Great
Depression and Wartime
Students create a movie
script/storyline for a farming
family during the depression and
Dust Bowl
Students create an iMovie of the
farming family during the Dust
Bowl
28
May
•
World War II and beyond
•
•
•
•
•
•
Knowledge: define, duplicate,
label, list, memorize, name,
recognize, recall, state
Understanding: describe, discuss,
explain, express, locate, report,
restate
Application: apply, choose,
interpret, illustrate, practice,
solve, write
Analysis: categorize,
discriminate, distinguish,
examine
Synthesis: arrange, manage, plan,
write
Evaluation: compare, assess,
support
•
•
•
•
•
•
•
•
•
June
•
A Growing California
•
•
•
•
•
•
Knowledge: define, duplicate,
label, list, memorize, name,
recognize, recall, state
Understanding: describe, discuss,
explain, express, locate, report,
restate
Application: apply, choose,
interpret, illustrate, practice,
solve, write
Analysis: categorize,
discriminate, distinguish,
examine
Synthesis: arrange, manage, plan,
write
Evaluation: compare, assess,
support
•
•
•
•
•
Define key terms within the text
Students add important events
and dates to their timeline
Discussion topics – New uses of
Science and Technology after
WWII
Students learn about Trolleys and
Cars and the benefits and
drawbacks of public
transportation
Student go to visit the Cable Car
Museum
Students read graphs
Distinguish between facts and
opinions p.240
Create a graphic organizer to
compare WWI, Dust Bowl,
Depression, and the New Deal
Study the songs of Woody
Guthrie
Role play
Report on imports and exports
Students research conservation
efforts and endangered species
Students read about California’s
Government
Students write a report about how
they are leaving a smaller
footprint behind
Course Overview: Our focus for fourth grade social studies is our state of California. We begin with an overview of where we are in the world and bring our scope closer and
closer from our nation, state, regions, cities, people and history of how we came to be here. We have a strong focus on developing map skills during our curriculum. We learn
about the native people, tribes, early explorers, settlers and how our state came to be a place with such diverse people. We strive to model metacognitive skills so students can
become independent thinkers, critical thinkers and problem solvers.
29
Text / Workbooks Used:
Houghton Mifflin Social Studies Oh, California!
Goals & Objectives / Course Philosophy:
Our goal for social studies in grade four is to present a program which:
1. captivates through stories, timelines, and visual representations
2. develops deeper understanding with graphic overviews, photographs and illustrations
3. integrates the skills of critical thinking, recalling prior knowledge
4. stretches the students to find our more for themselves and seek a deeper understanding to enrich their educational experience
Assessment:
Lesson review questions, Definitions of key terms, Chapter Reviews, Chapter Tests, Class Discussion, Teacher Observation of Mastery
30
GRADE 5
31
GRADE: 5
DATE
CONTENT/THEME
September
•
•
•
•
•
October
November
SUBJECT: English
SKILLS
•
•
•
•
•
•
•
Folk tales
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Book study: Indian in the
Cupboard
Types of Sentences
Correcting run-on sentences
Parts of speech
De Chirico prompt
Creative writing stories
•
•
•
•
•
•
•
•
•
Parts of Speech
Wordly Wise Vocabulary
Writing prompts
Plot diagrams
Spelling
Grammar & punctuation
Types of Sentences
Correcting run-on Sentences
Parts of Sentences
•
•
•
•
•
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Writing prompts
Correcting run-on sentences
Self & peer editing
Paragraph outlines
4 Types of Paragraphs
Book study: Tuck Everlasting
•
•
•
•
•
•
•
•
•
•
•
•
•
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
Synthesis: write, create
Analysis: compare, contrast,
distinguish
Application: apply, practice
Comprehension: describe,
explain, recognize, review
Knowledge: label, list, memorize,
repeat, state, define
•
•
•
•
•
•
Venn Diagram
Weekly summaries
Personal reflections
Worksheets
Writing & typing
Flashcards
Synthesis: write, create, develop,
compose
Analysis: examine, organize,
design
Application: apply, choose,
dramatize
Comprehension: discuss,
describe, identify, recognize
Knowledge: identify, memorize,
define, repeat
•
•
•
•
•
Worksheets
Writing & typing
Visual Flipbooks
Flashcards
Creative writing stories
Evaluation: evaluate, support,
predict
Synthesis: arrange, develop,
compose
Analysis: examine, differentiate,
compare, contrast
Application: demonstrate, write,
practice
Comprehension: classify, express,
describe
Knowledge: recognize, identify,
memorize,
•
•
•
•
•
•
•
Worksheets
Writing & typing
Flashcards
Personal response
Discussion questions
Class discussions
Creative writing stories
32
December
January
•
•
•
•
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Writing prompts
Book report outlines
Tuck Everlasting Book Report
Fairytale Unit
5 Elements of a Story
Proofreading
•
•
•
•
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Verb tense
Junior Great Books short stories
Prefixes, suffixes & roots
Homophones & word usage
Writing prompts
•
•
•
•
•
•
•
•
•
•
•
•
•
February
•
•
•
•
•
Wordly Wise Vocabulary
Book study: Where the Red Fern
Grows
Book report
Spelling
Grammar & Punctuation
Writing prompts
Diagramming sentences
•
•
•
•
•
March
•
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Writing prompts
Diagramming sentences
Junior Great Books short stories
•
•
•
•
Evaluation: assess, predict,
support
Synthesis: develop, compose
Analysis: differentiate, examine,
analyze
Application: choose, write, apply
Comprehension: review, select,
indicate,
Knowledge: arrange, define,
memorize, recall
Evaluation: select, support,
evaluate, assess
Synthesis: assemble, prepare,
compose
Analysis: analyze, compare,
contrast, examine
Application: illustrate, interpret,
apply, write, choose
Comprehension: describe,
identify, explain
Knowledge: label, list, memorize,
recognize, state
Evaluation: evaluate, assess,
support, select
Synthesis: assemble, formulate,
organize, create, compose
Analysis: contrast, examine,
analyze
Application: demonstrate,
practice, interpret, write
Comprehension: discuss, select,
describe, identify
Knowledge: name, repeat,
memorize
Evaluation: support, evaluate,
assess
Synthesis: create, assemble,
design, develop
Analysis: question, examine,
distinguish
Application: choose, demonstrate,
write, interpret
•
•
•
•
•
•
•
•
•
Worksheets
Writing & typing
Personal response
Discussion questions
Class discussions
Book report
Venn diagrams
Plot diagrams
Creative writing stories
•
•
•
•
•
•
•
Worksheets
Writing & typing
Flashcards
Personal response
Discussion questions
Class discussions
Creative writing stories
•
•
•
•
•
•
•
Worksheets
Writing & typing
Personal response
Discussion questions
Class discussions
Creative writing stories
Book report
•
•
•
•
•
•
Worksheets
Writing & typing
Personal response
Discussion questions
Class discussions
Creative writing stories
33
•
•
April
May
•
•
•
•
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Book study: James & The Giant
Peach
Characterization
Themes
Book report
Diagramming sentences
Junior Great Books short stories
•
•
•
•
•
Wordly Wise Vocabulary
Spelling
Grammar & punctuation
Diagramming sentences
Junior Great Books short stories
•
•
•
•
•
•
•
•
•
•
•
•
Comprehension: classify, locate,
restate, express
Knowledge: arrange, define,
name, order
Evaluation: judge, predict, select,
support
Synthesis: formulate, organize,
compose
Analysis: categorize,
differentiate, compare, examine
Application: choose, apply,
demonstrate
Comprehension: describe,
explain, report, identify
Knowledge: recognize, order, list,
state
Evaluation: select, support,
assess, evaluate
Synthesis: collect, assemble,
develop
Analysis: distinguish, experiment,
contrast, examine
Application: employ, choose,
demonstrate, apply
Comprehension: describe,
express, indicate, explain
Knowledge: memorize, define,
relate, order
•
•
•
•
•
•
•
Worksheets
Writing & typing
Personal response
Discussion questions
Class discussions
Creative writing stories
Book report
•
•
•
•
•
•
Worksheets
Writing & typing
Personal response
Discussion questions
Class discussions
Creative writing stories
June
• End of year review
Course Overview:
This year students will strengthen their skills in writing, literacy and reading comprehension. They will practice sentence structure and format while learning new vocabulary. 5th
graders will study a wide range of authors and write their own unique stories throughout the year.
Text / Workbooks Used: Grammar, Usage and Mechanics (G.U.M) and Wordly Wise.
Tuck Everlasting by Natalie Babbitt, Indian in the Cupboard by Lynne Reid Banks, Where The Red Fern Grows by Wilson Rawls, James and The Giant Peach by Roald Dahl.
Junior Great Books Short Stories Series
Goals & Objectives / Course Philosophy: The primary goal of our English curriculum is for students to become confident in their reading and writing abilities. It is important for
them to enter middle school with a solid foundation in grammar and writing. 5th graders will learn new vocabulary while improving their grammar and punctuation. They will be
reading a variety of books and short stories, participating in class discussions, and writing monthly book reports.
Assessments: Writing prompts, discussion questions, class participation, creative writing stories, book reports, diagrams, worksheets and vocabulary/spelling tests.
34
GRADE: 5
DATE
September
CONTENT/THEME
•
•
•
•
•
•
•
•
•
•
•
October
•
•
•
•
•
•
•
•
•
•
November
SUBJECT: Math
•
•
•
SKILLS
1 Whole numbers
Numbers to 10,000
Counting by ten thousands and
hundred thousands
Writing numbers in standard and
word form
Place Value
Expanded form & Word Form
Comparing numbers
Rounding and Estimating
2 Whole number multiplication
and division
Multiplying by tens, hundreds
and thousands
Dividing by tens, hundreds and
thousands
Order of Operations
Word Problems
Cumulative review of 1 & 2
3 Intro to Fractions and Mixed
Numbers
Adding and Subtracting unlike
fractions
Fractions, mixed numbers and
division expressions
Adding mixed numbers
Subtracting mixed numbers
Expressing fractions as decimals
Word problems
•
•
•
4 Multiplying and dividing
fractions and mixed numbers
Multiplying roper fractions
Multiplying Improper fractions
•
•
•
•
•
•
•
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
Analysis: calculate, differentiate
Application: apply, solve
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: arrange, order,
memorize, recognize, recall
•
Analysis: calculate, differentiate,
compare
Application: apply, solve,
interpret
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall
•
Analysis: calculate, differentiate
Application: apply, solve,
demonstrate
•
•
•
•
•
•
•
•
•
•
•
Singapore Math in Focus 5A
workbook chapters 1 & 2
Singapore Math in Focus 5A
textbook
chapters 1 & 2
Worksheets
Expressing place value using
manipulatives
Singapore Math in Focus 5A
textbook
chapters 1, 2 & 3
Singapore Math in Focus 5A
workbook chapter 3
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Singapore Math in Focus 5A
textbook
chapters 3, 4 & 5
Singapore Math in Focus 5A
workbook chapter 5
35
•
•
•
•
•
•
•
Multiplying mixed numbers and
whole numbers
Dividing fractions and whole
numbers
Word problems
Cumulative Review of 3 & 4
5 Algebra
Number patterns and
relationships
Letters as numbers
Algebraic expressions
Inequalities & equations
Word problems
Review of Algebra
•
•
•
•
•
•
•
•
•
6 Area of a Triangle
Base & height
Finding Area
7 Ratio
Finding Ratio
Equivalent Ratio
Ratio in fraction form
Comparing quantities
Word Problems
•
•
•
•
•
•
•
•
•
8 Decimals
Comparing and rounding
decimals
Decimals as fractions and mixed
numbers
9 Multiplying and dividing
decimals
Estimating decimals
Converting metric units
Word problems
•
•
•
•
•
10 Percent
Fractions as percent
Percent of a number
Word problems
11 Graphs and Probability
•
•
December
January
February
•
•
•
•
•
•
March
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall
•
•
•
•
•
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Evaluation: compare, estimate,
assess
Analysis: calculate, differentiate
Application: practice, solve
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall
•
Singapore Math in Focus 5A
textbook
chapters 5 & 6
Singapore Math in Focus 5A
workbook chapter 5 & 6
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Singapore Math in Focus 5A
textbook
Chapter 7
Singapore Math in Focus 5A
workbook chapter 7
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Evaluation: estimate, predict
Synthesis: formulate, organize
Analysis: calculate, differentiate,
compare
Application: practice, solve,
demonstrate
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall, repeat
Evaluation: estimate, evaluate,
assess
Synthesis: formulate, organize
Analysis: calculate, differentiate
Application: practice, solve,
demonstrate
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall, repeat
Evaluation: estimate, evaluate,
assess
Synthesis: formulate, organize
Analysis: calculate, differentiate
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Singapore Math in Focus 5B
textbook
chapters 8 & 9
Singapore Math in Focus 5A
workbook chapters 8 & 9
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Singapore Math in Focus 5B
textbook
chapters 10 & 11
36
April
•
•
•
•
•
Line plots
Bar graphs
Line graphs
Theoretical probability
Experimental probability
•
•
•
•
•
12 Angles
Angles of a line & point
Vertical angles
13 Properties of Triangles &
four sides figures
Classifying triangles
Angles of a triangle
Triangle inequalities
Parallelogram, rhombus and
trapezoid
•
14 Surface area & volume
Cubes, prisms & pyramids
Nets & Surface Area
Volume of a rectangular prism
Volume of composite solids
•
•
•
•
•
May
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Application: practice, solve,
apply, demonstrate
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall, repeat
•
Evaluation: estimate, evaluate,
assess
Synthesis: formulate, organize
Analysis: calculate, differentiate
Application: practice, solve,
apply, demonstrate
Understanding/ Comprehension:
identify, recognize, restate,
review
Knowledge: memorize,
recognize, recall, repeat
•
Evaluation: estimate, evaluate,
assess
Synthesis: formulate, organize
Analysis: calculate, differentiate
Application: practice, solve,
demonstrate
Understanding/ Comprehension:
identify, recognize, restate,
review
Comprehension: classify,
identify, explain, recognize,
review
Knowledge: memorize,
recognize, recall, repeat
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Singapore Math in Focus 5A
workbook chapters 10 & 11
Worksheets
Graphs
Data research activity
Individual instruction
Partners & small groups
Singapore Math in Focus 5B
textbook
chapters 12 & 13
Singapore Math in Focus 5A
workbook chapters 12 & 13
Worksheets
Geometric shapes
Models & manipulatives
Virtual math games
Class math games
Individual instruction
Partners & small groups
Singapore Math in Focus 5B
textbook
Chapter 14
Singapore Math in Focus 5A
workbook chapter 14
Worksheets
Virtual math games
Class math games
Individual instruction
Partners & small groups
Models & manipulatives
June
• End of year review
Course Overview: Students will strengthen their skills across all four units of study: whole numbers and decimals, fractions and mixed numbers, algebraic thinking and geometry.
Students will also learn how to read graphs, solve real-world problems, and measure surface area and volume. These concepts will prepare students for middle school Math.
Text / Workbooks Used: Singapore Math In Focus 5A workbook, Singapore Math 5A textbook, Singapore Math 5A Assessment book
Goals & Objectives / Course Philosophy: Students will primarily use their Math in Focus textbook and workbook to practice these math concepts. They will also models and
manipulatives while engaging in individual and group activities. Virtual, interactive math games will be utilized to strengthen each child’s understanding of the material, along with
worksheets, graphs and charts.
Assessment: Students will be assessed on their weekly math practices, quizzes and tests, and individual/group projects
37
GRADE: 5
DATE
September
October
CONTENT/THEME
SKILLS
•
•
•
Insect catch & release
Catapult Activity
Garden Sustainability
•
•
•
Knowledge: label, name
Understand: classify, describe
Application: apply, illustrate,
practice
•
•
Growth in Garden
Using Microscopes & Lenses to
examine Garden insects/leaves
Air pollution collection samples
General Weather investigations/
ocean/air
Investigations: Chemistry,
Matter, Interactions
Regional Weather patterns: El
Nino
•
Evaluation: appraise, assess,
compare, estimate, predict
Synthesis: arrange, assemble,
Analysis: analyze, appraise, ,
•
•
November
SUBJECT: Environmental Science
•
•
•
•
•
•
Evaluation: appraise, assess,
compare,
Synthesis: arrange, assemble,
Analysis: analyze, appraise
December
•
•
January
•
February
•
March
•
•
April
•
•
•
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
Insect nets, collecting jars, walk
around campus, neighborhood
Build a catapult, tweak for
distance flying objects
Grow a plant/vegetable
Work in garden, tilling, soil
analysis
Set up sticky tape pollutant
collectors/analyze
Collect daily weather data
Writing a research report
Measuring matter, Identifying
Matter, Combining Matter,
Changing Matter, pH Labs
Getting familiar with lab
equipment
Local/Regional Traffic Patterns:
effect on local/urban ecosystems
Vehicle emissions: gas, hybrids,
electric—effects on local
environment.
•
•
Knowledge: arrange, order
Understanding: classify,
describe
Global Weather Patterns: climate
change data
Plate tectonics/Earthquake
analysis / general fault zones,
Volcanism
Stress/Weight Loads of local
bridges
Bridge Stress Activity
Index Card Activity
Motion / Force: Newton
•
•
•
•
Knowledge: recognize
Understanding: identify
Knowledge: define, name
Understanding: classify, identify
•
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
•
Wooden sticks: design bridge to
withstand weight
Index cards
•
•
Knowledge: recognize
Understanding: locate, review
•
Model cars propel via balloons
•
•
•
Record data on types of cars,
early morning traffic bridge
patterns, weather influence.
Weather maps, computer
simulation?
Building blocks
Build a Volcano!
38
•
May
•
•
Marbles/sold spheres hitting each
other: reaction
Binoculars, night-time
identification activity?
Knowledge: define, name
•
Understanding: describe,
identify
June
• Wrap up of year.
• Knowledge
• Demonstration reviews
• Understanding
• Application
Course Overview: This course covers a wide range of subjects including urban ecosystems, sustainable gardening, local air/ground pollution studies, insect catch/release
activities, East Bay temperature/earthquake tremors, force-motion/bridge structures in Bay Area, hydroelectric / hybrid / electric car transportation systems, traffic patterns
(resulting particular matter), backyard astronomy, and earth’s place in the solar system.
Backyard Astronomy: Solar
system; planets/starts
•
•
Application: illustrate, practice
Text / Workbooks Used:
https://www.georgiastandards.org/resources/Pages/Environmental_Education_3-5.aspx
http://www.education.com/activity/fourth-grade/science/
http://www.education.com/activity/fifth-grade/
Goals & Objectives: To allow students to understand the urban ecosystem in which they live; to give them a wider perspective/appreciation of their surroundings and the effects of
a high density city population upon natural systems, like creeks, ponds, and artificial systems like raised planting beds. To gain a better understanding of the local, regional and
global world and the interactions of various systems. Students will gain knowledge on some of the more pressing environmental issues facing them today: climate data, weather
patterns, transportation types, earth’s place in the solar system, local / regional tectonic action and the effect on high density populations.
Assessment: Grading is on class participation, in-class group activity completion, weekly project completion, and short, weekly review activities based on the following: Class
Participation = 25%, In-Class group activity completion = 25%, Weekly Project Completion = 25%, Weekly Review = 25%
39
GRADE: 5
SUBJECT:
History
DATE
CONTENT/THEME
September
November
December
U.S Geography
Theories of migration
Regional climates
Ancient Civilizations
Maya, Inca, Olmec, Aztec
Native American Cultures
Southwest, Woodlands, Plains,
West
•
•
•
•
•
•
•
•
•
Diorama presentations
Absolute vs. relative location
5 themes of geography
States and Capitals
Early Explorers
Columbus
13th Century Europe
Conquerors
•
•
•
•
•
•
•
•
•
•
•
Marco / Polo
Expansion of trade & trade
routes Explorers &
Spanish Empire
Northwest Passage
Age of Exploration Quiz
Observations & Inferences
Roanoke & Jamestown
•
•
•
•
•
Roanoke & Jamestown
Plymouth Colony
New England Colonies
Middle Colonies
Southern Colonies
•
•
•
•
•
•
•
•
•
•
October
SKILLS
•
•
•
•
•
•
•
•
Synthesis: construct, assemble, collect, design,
create, plan, prepare
Analysis: categorize, differentiation,
experiment
Application: dramatize, sketch, illustrate,
interpret
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state
Synthesis: construct assemble, collect, design,
plan, prepare
Analysis: categorize, differentiation, interpret
Application: dramatize, sketch, illustrate
Comprehension: classify, recognize, report
Knowledge: arrange, memorize, recall, repeat,
reproduce, state
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Synthesis: compose, prepare, develop, plan
Analysis: categorize, compare, contrast,
examine, question
Application: interpret, demonstrate, practice
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name
•
•
•
•
•
•
•
•
Evaluation: defend, argue, support
Synthesis: compose, prepare, develop, design
Analysis: categorize, compare, contrast,
examine, question
•
•
•
•
•
•
U.S Maps
History Textbook reading &
reflection
Charts
Venn Diagrams
Mayan pottery & symbols
Worksheets
Diorama Project
Tests & graded classwork
Presentations & speeches
Group activity: 5 themes of
Geography
Google Maps
Worksheets
U.S Maps
History Textbook reading &
reflection
Tests & graded classwork
Presentations & speeches
Group activities
Cause & Effect Charts
Worksheets
U.S Maps
Ship Project
Educational videos
History Textbook reading &
reflection
Tests & graded classwork
Debate
Group activities
Worksheets
Colonial letter-writing project
North & South America Maps
40
•
•
Living Museum Project
Debate
•
•
•
•
•
January
February
•
•
•
•
•
•
•
•
•
•
•
•
Slavery in the Colonies
Colonial Economies &
Triangle Trade
Colony Research Project
Colonial Government
European Rivalries in America
Spanish Expansion in North
America
New France Expands
French & Indian War
Protest of British Rule
Political Cartoons
The Revolutionary War
The Declaration of
Independence
American strengths &
weaknesses
Review of The Revolutionary
War
•
•
•
•
•
•
•
•
•
•
•
•
March
•
•
•
•
•
Articles of Confederation
The Constitutional Convention
The Constitution
Checks and Balances
Separation of Powers
•
•
•
•
•
•
Application: practice, apply, demonstrate,
sketch, illustrate
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name
•
Evaluation: evaluate, support
Synthesis: compose, prepare, develop, design,
write
Analysis: categorize, compare, contrast,
examine, question
Application: interpret, demonstrate, practice,
illustrate
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name
•
•
•
•
•
•
•
•
•
•
•
Evaluation: assess, support, compare, write,
evaluate
Synthesis: compose, prepare, develop, design,
organize, formulate, write
Analysis: categorize, contrast, examine,
question
Application: demonstrate, choose, apply,
interpret
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name
•
•
•
•
•
Evaluation: evaluate, assess, compare, support,
write
Synthesis: compose, prepare, develop, design
Analysis: categorize, contrast, examine,
question, distinguish, criticize
Application: practice, demonstrate, apply
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name, label, list
•
•
•
•
•
•
•
•
•
•
History Textbook reading &
reflection
Living Museum Project
Tests & graded classwork
Presentations & speeches
Group activities
Worksheets
Collaborative timeline
U.S Maps
History Textbook reading &
reflection
Class discussions
Writing assignments &
journaling
Tests & graded classwork
Presentations & speeches
Group activities
Worksheets
U.S Maps
History Textbook reading &
reflection
Class discussions
Writing assignments &
journaling
Tests & graded classwork
Presentations & speeches
Group activities
Worksheets
History Textbook reading &
reflection
Class discussions
Writing assignments &
journaling
Tests & graded classwork
41
April
May
•
•
•
•
•
•
•
•
•
The Young United States
Louisiana Purchase
Lewis & Clark
War of 1812
Industrial Revolution
Andrew Jackson
Trail of Tears
The Gold Rush
War with Mexico
•
•
•
•
Slavery & Emancipation
Harriet Tubman
Missouri Compromise
Civil War
•
•
•
•
•
•
•
•
•
•
•
•
Evaluation: evaluate, assess, compare, support,
write
Synthesis: compose, prepare, develop, design
Analysis: categorize, contrast, examine,
question, distinguish, criticize
Application: apply, interpret, demonstrate,
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize,
classify
Knowledge: arrange, memorize, recall, repeat,
reproduce, state, name
Evaluation: arrange, create, design, write,
support
Synthesis: compose, prepare, develop, design
Analysis: categorize, contrast, examine,
question, distinguish, criticize
Application: interpret, demonstrate, practice,
choose
Understanding/comprehension: classify,
describe, discuss, explain, locate, recognize
Knowledge: arrange, memorize, define
•
•
•
•
•
•
•
Presentations & speeches
Group activities
Worksheets
History Textbook reading &
reflection
Class discussions
Writing assignments &
journaling
Tests & graded classwork
•
•
•
•
•
•
•
•
Presentations & speeches
Group activities
Worksheets
Collaborative timeline
U.S Maps
History Textbook reading &
reflection
Class discussions
Writing assignments &
journaling
June
• End of year review
Course Overview: In this course students will gain a deep understanding of U.S History, from the early settlers to the Civil War. Students will focus on this action-packed time in
History; a period of exploration, cultural fusion, and war. To visualize and understand the cultures and traditions of the early Americans, students will engage in weekly textbook
readings, class discussions and writing assignments, as well as individual and group presentations/projects.
Text / Workbooks Used: Our Nation: Beginnings Through 1877 MACMILLAN/ McGRAW - HILL
Goals & Objectives / Course Philosophy: Our goal for History in Grade 5 is to elevate students’ understanding of Early American History. With an emphasis on geographical
literacy, students will closely study U.S Maps and capital cities, in addition to North and South America.
Assessment: Daily readings and reflections, Weekly quizzes, Unit Tests, Class Participation, Discussion Questions, Short-answer Questions, Writing assignments
42
GRADE: 5
SUBJECT: Spanish
DATE
CONTENT/THEME
SKILLS
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
September
●
Introduce alphabet, numbers: 1100, colors, basic greetings,
seasons, days, months, animals,
colors, adjectives, 23 Spanish
speaking countries. Knowledge: recognize, order, recall
Comprehension: express, identify
Application: choose, demonstrate,
practice
Analysis: categorize, differentiate
Synthesis: arrange, compose
Evaluation: choose, predict
●
Spanish Pictionary, worksheets,
Grammar & vocab videos, animal
game, Spanish battleship game,
alphabet Señor Jordan.
October
●
Gender, quantity agreement, verb
gustar, adjectives, articles, Yo
Soy Project
Knowledge:
Memorize, recognize,
repeat
Comprehension: describe, express
Application: choose, illustrate, practice
Analysis: categorize, differentiate
Synthesis: create, organize
Evaluation: choose, attach, judge
●
Worksheets, Partner Interview,
Spanish Pictionary, grammar &
Vocab videos, poster board
project
November
●
Dia de los Muertos, vocabulary:
food, school, places, hay.
Introduce subject pronouns, ser,
ir, jugar, -ar, -ir, -er verbs &
conjugations, Knowledge: arranged, duplicate,
memorize, recall
Comprehension: classify, describe,
express, identify
Application: choose, demonstrate, practice
Analysis: categorize, differentiate
Synthesis: arrange, create, organize
Evaluation: choose, evaluate
●
Text pages: 4-27, worksheets,
verb charting, sugar skulls,
readings, Spanish hangman,
grammar, culture and Vocab
videos
December
●
Vocabulary: family, events,
Readings, Verb Tener, Possessive
Adjectives, culture: events, La
Quinceñera
Knowledge: recognize, relate, duplicate
Comprehension: classify, describe, dental
five, express
Application: choose, practice
Analysis: categorize, contrast, distinguish,
question
Synthesis:
●
Worksheets, verb charting, text
pages: 32-60, grammar, culture
& vocab videos, readings
43
arrange, compose, organize
Evaluation: choose, compare, judge,
support January
●
Vocabulary: restaurant,
adjectives, the verbs Venir, Ser,
Estar, telling time, culture:
Argentina, Tex Mex. Menu
project
Knowledge: arrange, duplicate,
memorize, recall
Comprehension: classify, locate, restate
Application: choose, demonstrate, practice
Analysis: categorize, differentiate
Synthesis: arrange, organize, write
Evaluation: assess, support, evaluate
●
How to Order a meal in Spanish,
verbal sentences practice,
worksheets, text pages: 64-90,
grammar, culture & vocab videos
February
●
Vocabulary: house, furniture, the
verb Poder, family tree project,
Spanish Valentines
Knowledge: define, arrange
Comprehension: describe, identify, locate
Application: apply, demonstrate, practice
Analysis: categorize, compare, contrast
Synthesis: arrange, create, organize
Evaluation: choose, evaluate
●
Text pages: 94-122, worksheets,
question & answer exercises,
interactive stories, Poster board
or PowerPoint
March
●
Vocabulary: rooms & chores in
the house, present progressive,
culture: Chile, online listening &
interactive stories
Knowledge: memorize, recognize, repeat
Comprehension: describe, explain, express
Application: choose, demonstrate,
interpret
Analysis: categorize, differentiate
Synthesis: arrange, compose
Evaluation: assess
●
Text pages: 126-152, worksheets,
interactive stories, culture &
vocab videos, house blueprint,
Storyplace in Spanish
April
●
Vocabulary: clothing & shopping,
currencies, demonstrative
adjectives, culture: Panama,
online listening & interactive
stories
Knowledge: define, memorize, repeat
Comprehension: describe, identify, locate
Application: choose, demonstrate,
practice
Analysis: analyze, categorize, distinguish
Synthesis: ararrange, compose
Evaluation: assess, compare, support
●
Text pages: 156-182, worksheets,
vocab and culture videos,
Storyplace in Spanish
May
●
Review, online listening &
interactive stories, student
(summer plans) interviews
Knowledge: recall
Comprehension: identify, locate, review
Application: interpret, solve
Analysis: analyze
Synthesis: compose, prepare
Evaluation: assess, predict
●
Text, worksheets, grammar &
Vocab videos, verbal question
and answers, Storyplace in
Spanish
44
June
●
Online Interactive stories
Knowledge: recall
Comprehension: review
Application: demonstrate, solve
Analysis: analyze
Synthesis:
Evaluation: support, evaluate ●
Storyplace in Spanish
Course Overview: In the first part of the year, the class primarily focuses on pronunciation, vocabulary building, reading & writing. In the second part of the year students will
learn how to conjugate verbs and form short question and answer responses. Games and projects are introduced, as well culture such as Dia de Los Muertos. Text / Workbooks Used: Realidades B
Goals & Objectives / Course Philosophy: The main objective of the fifth grade Spanish curriculum is to introduce students to a new language through a variety of teaching
methods. Students will get exposure to a variety of learning styles such as reading, writing, speaking and listening. Some examples of these are: Reading short interactive stories
online in Spanish out loud as a class, worksheets, playing Spanish Pictionary, hangman and other games. Readings, exercises, and videos on grammar and culture.
Assessment: Classwork is monitored and homework is assigned weekly. Students will also complete small projects and larger scale projects where they will demonstrate their
knowledge of the language. 45
GRADE 6
46
GRADE: 6
DATE
September
SUBJECT: English
CONTENT/THEME
•
•
•
Literature:
“Through the Tunnel,” by Doris
Lessing
“Raymond’s Run,” by Toni Cade
Bambara
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
SKILLS
•
•
•
October
•
•
•
Literature:
“My Greatest Ambition,” by
Morris Lurie
“The Raven,” by Edgar Allan Poe
Writing
Vocabulary
The Timeline History of the
English Language
•
•
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
Understanding: Cite textual
analysis of what the text says
explicitly as well as inferences
drawn from the text.
Understanding: Determine a
theme or central idea of a text and
how it is conveyed through
particular details; provide a
summary of the text distinct from
personal opinions or judgments.
Understanding: Describe how a
particular story’s or drama’s plot
unfolds in a series of episodes as
well as how the characters
respond or change as the plot
moves toward a resolution.
•
•
•
Understanding: Determine the
meaning of words and phrases as
they are used in a text, including
figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning
and tone.
Analysis: Analyze how a
particular sentence, chapter,
scene, or stanza fits into the
overall structure of a text and
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/evaluative essay on
“Through the Tunnel” (first draft)
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/evaluative essay
(second draft + final draft)
creative writing (write an
alternate ending to “The Raven,”
using the same rhyme and meter)
47
•
•
•
November
•
•
•
Literature:
“Gaston,” by William Saroyan
“The Mysteries of the Cabala,”
by Isaac Bashevis Singer
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
•
•
December
•
•
•
Literature:
The Red Pony, by John Steinbeck
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
•
•
January
•
Literature:
contributes to the development of
the theme, setting, or plot.
Analysis: Write arguments to
support claims with clear reasons
and relevant evidence.
Knowledge: Learn the history of
the English language.
Understanding: Word origins and
how the meanings of words
change over time.
Synthesis: Write
informative/explanatory texts to
examine a topic and convey
ideas, concepts, and information
through the selection,
organization, and analysis of
relevant content.
Knowledge: Learn how to use the
dictionary.
Knowledge: Learn about the
kinds of information you can find
in a dictionary.
Knowledge: Memorize the
meanings of prefixes.
•
Building vocabulary through
Greek and Latin roots
(workbook)
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Dictionary exercises
Application: Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to the task,
purpose, and audience.
Application: With some guidance
and support from peers and
adults, develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach.
Understanding: Learn how words
are formed through the
combination of prefixes and Latin
and Greek roots.
Application: Learn how to guess
at the meanings of words through
knowledge of prefixes and roots.
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay (first
draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Dictionary exercises
•
Reading
•
48
•
•
Shakespeare’s Comedy of Errors
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
•
•
•
•
February
•
•
•
Literature:
Shakespeare’s Comedy of Errors
and Sonnets
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
•
•
•
March
•
•
•
Literature:
Performing Shakespeare, from
page to stage
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
•
•
•
•
April
•
•
•
Literature:
Tom Sawyer, by Mark Twain
Writing
Vocabulary
•
Synthesis: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Application: Engage effectively
in a range of collaborative
discussions, building on others’
ideas and expressing their own
clearly.
Knowledge: Learn about poetic
meter and the iambic pentameter.
Knowledge: Learn about
Shakespeare’s theater, his life and
Elizabethan history.
Analysis: Delineate a speaker’s
argument and specific claims,
distinguishing claims that are
supported by reasons and
evidence from claims that are not.
Application: Present claims and
findings, sequencing ideas
logically and using pertinent
descriptions, facts, and details to
accentuate main ideas or themes;
use appropriate eye contact,
adequate volume, and clear
pronunciation.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
•
•
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills
Knowledge: Learn how to
perform and put on a play.
Knowledge: Learn about different
ways of performing Shakespeare.
Knowledge: Memorize a
Shakespearean speech or sonnet.
Evaluation: Students compare,
contrast and test their views (and
those of their peers) with/against
•
•
•
•
•
•
•
•
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay (2nd
draft and final draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
•
•
Reading
Discussions
•
49
Vocabulary from Latin and Greek
Roots I
•
those expressed by the authors
they read.
Application: Perform a speech or
a scene from a Shakespeare play.
•
•
•
•
May
•
•
•
•
June
•
•
•
Literature:
Poetry (various authors)
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
Test Taking
•
Literature:
“Soumchi,” by Amos Oz
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots I
•
•
•
•
Knowledge: Learn test-taking
skills and strategies.
Application: Apply test-taking
skills and strategies.
Knowledge: Learn about
metaphors and similes.
•
•
•
Understanding: Determine or
clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade 6 reading
and content, choosing flexibly
from a range of strategies.
Application: Acquire and use
accurately grade-appropriate
general academic and domainspecific words and phrases,
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
•
•
•
•
•
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
Performing
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
50
Course Overview: The curriculum (or what is taught) is secondary to how it is taught. Hence, what the students learn is not so much information but how to process information
in a thoughtful, critical manner. This requires both patience and practice. The process of interpreting texts (through close reading techniques) is reinforced through repetition. The
seminar format for discussions is based on the Junior Great Books Program (with a few modifications).
Text / Workbooks Used: Short Stories (from the Junior Great Books Program), Plays, Novels and Poems. Vocabulary from Latin and Greek Roots (workbook). The Oxford
English Dictionary.
Goals & Objectives / Course Philosophy: The English course stresses the enjoyment of literature for its own sake. At the same time, it develops comprehension, critical thinking,
and oral and written language skills. Students (through class discussions) work together to enlarge their understanding of what they read. Moreover, they acquire a sense of
confidence in their ability to figure out for themselves whatever at first seems puzzling or too difficult. As the year progresses, I look forward to seeing students become better able
to raise thoughtful questions, offer reasons for their opinions, and listen to others’ ideas.
Assessment: 25% Quizzes and Tests, 25% Writing and Projects, 25% Homework, and 25 % Participation
51
GRADE: 6
DATE
September
October
CONTENT/THEME
•
•
•
•
•
•
•
November
December
January
SUBJECT: Math
•
•
•
•
•
•
•
•
•
•
February
•
•
•
March
•
•
•
•
SKILLS
Number lines
Whole numbers / Common
Factors
Square roots / Cubes
Division
Negative Numbers & Number
Line
Absolute Value
Multiplying & Dividing Fractions
& Decimals
Ratio
Comparing Two Quantities
Equivalent Rations
Real-World Problems
Rates and Unit Rates
Real World Problems
Percent
Intro to Algebraic Expressions
•
Equations & Inequalities: Solving
Algebraic Equations
Writing / Solving Linear
Equations
Coordinate Plane
Points on Coordinate Plane
Length of Line
Segments/Graphing
Polygons
Area of Triangle
Area of Parallelograms &
Trapezoids
Area of Composite Figures
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
Knowledge: arrange, order,
recognize
Understanding: describe, explain
Application: apply, interpret
•
•
•
BOOK A
Workbook activities
Classroom demos of number
lines/squares
•
•
Knowledge: arrange, order,
recognize
Understanding: describe, explain
Application: apply, interpret
•
•
•
BOOK A
Workbook activities
Classroom demos of number
lines/squares
•
•
•
Understanding: describe, explain
Application: apply, interpret
Analysis: calculate, distinguish
•
•
•
•
•
•
Understanding: describe, explain
Application: apply, interpret
Analysis: analyze, calculate
•
•
•
BOOK A
Workbook activities
Classroom demos of number
lines/squares
BOOK A
Workbook activities
Classroom demos of number
lines/squares
•
•
Knowledge: recognize, order
Understanding: describe,
express
Application: apply, demonstrate
Analysis: analysis, calculate
Knowledge: recognize, order
Understanding: describe,
express
Application: apply, employ
Knowledge: recognize, order
Understanding: describe,
express
Application: apply, calculate
•
•
•
BOOK B
Workbook activities
Classroom demos of number
lines/squares
•
•
•
BOOK B
Workbook activities
Classroom
•
•
•
BOOK B
Workbook activities
Classroom
•
•
•
•
•
•
•
•
•
•
•
52
April
May
•
•
•
•
•
•
•
Circumference & Area of Circle
Radius, Diameter, Circumference
formulae
Area of Circle
Surface Area & Volume of Solids
Introduction to Statistics
Collecting/tabulating
data/histograms/data plots
Measures of central tendency
•
•
•
•
•
•
•
•
June
•
Wrap up year in math
•
•
•
•
•
Knowledge: recognize, order
Understanding: describe,
express
Application: apply, calculate
Knowledge: recognize, order
Understanding: describe,
express
Application: apply, calculate
Analysis: appraise, calculate,
differentiate
Synthesis: arrange, construct,
create
Knowledge
Understanding
Application
Analysis
Synthesis
•
•
•
BOOK B
Workbook activities
Classroom
•
•
•
BOOK B
Workbook activities
Classroom
•
Math demonstrations, review
sheets for examination
Course Overview: Singapore Math is designed to integrate adult supervision with independent practice by students. The goal is to build a foundation of thinking that will
position students for more advanced math. Singapore does this is by first introducing key concepts with concrete examples and pictures. Then, students are led progressively and
logically to understand the abstract concept.
Text / Workbooks Used: Cavendish, Marshall. Math In Focus: Singapore Math, Courses 1 A & B. Singapore: Marshall Cavendish Education, 2013. (Distributed by
Houghton Mifflin Harcourt, Boston, Massachusetts)
ISBN, Course 1A: 978-0-547-55936-0
ISBN, Course 1B: 978-0-547-56096-0
Singapore Math Practice: Level 5A for Grade 6. Greensboro, North Carolina: Singapore Asia Publishers Pte. Ltd., 2015.
Goals&Objectives:SingaporeMathisabalancebetweendrillandcreativeproblemsolvingthatmovesstudentmorequicklyandrationallytowardabstractconcepts.Itsolidly
buildstheCoremathconceptsthatwillbestpreparestudentsforhighermath.Thereisanemphasisonhomeworkandpractice,andaneffectivemixofwordproblems,drillsand
mentalcalculation.Theworkbooksaredesignedtobecompletedbythestudentswithoutadultassistance,butadultinteractionwillstrengthentheprocess.Thisstylestimulates
clarityofthought,communicationskillinthelanguageofmathematics,andadaptabilitytoproblemsolving.
Assessment: Grading is on a point basis—how much out of 100% under the following breakdown: Homework = 20%, Quizzes = 30%, Participation = 20%, Projects = 30%.
53
GRADE: 6
DATE
September
SUBJECT: Earth Science
CONTENT/THEME
•
•
•
SKILLS
Density Activity
Mapping Activity
Earths Structure: Plate tectonics,
California boundaries
•
•
October
•
•
Earthquakes
Volcanoes
•
•
Knowledge: label, list, name
Understanding: describe,
explain
Application: apply, illustrate,
sketch
Knowledge: define, list
Understand: classify, describe
November
•
•
Weathering / Erosion
Rock Cycle
•
•
Knowledge: define, list
Understand: classify, describe
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
Understand: classify, explain
Application: apply, illustrate
Analysis: appraise, distinguish
•
•
•
Become acquainted with basic lab
equipment like gram scales,
graduated cylinders, averages
Creating map of classroom
surroundings
Build an earthquake
Build a volcano (model clay,
vinegar/baking soda, et. al.)
Erosion table
Trip to Berkeley Botanical
Garden to view Strawberry
Creek/Canyon
Field trip to Alameda beaches,
East Bay beaches, Richmond area
beaches to collect/analyze sand
Rock kits
Rock cutter
Polisher
•
•
•
•
•
•
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Understand: classify, explain
Application: apply, illustrate
Analysis: appraise, distinguish
•
•
Field trip to Alameda beach
Tidal currents
•
•
•
•
•
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Synthesis: design, formulate
•
•
Pollution collection (double sided
or looped sticky tape set up
around campus/neighborhood.
Analyze collected particles
Giant weather balloon / helium
Fossil viewing trip, various
stream beds/parks (no collecting
just observe in place)
•
•
•
•
•
December
•
January
•
February
•
•
•
Mineral / Rock Collection/
Identification
Hardness Scale
Rock slice/polishing
Fossils: evidence of long history
of geological patterns/life
Ocean Patterns / El Nino
phenomena
Climate data
Earth’s Atmosphere
Pollution
•
•
Weather & Climate:
Geological record of change
•
•
•
March
54
April
•
•
•
Ecological Roles
Abiotic Factors
Biotic Factors
May
•
•
•
Energy & Matter in Ecosystems
Consumers, producers
Energy pyramids: transfer of
energy/resources
June
•
Wrap up of Earth Science Year
•
•
•
•
•
•
•
•
•
•
•
•
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Synthesis: design, formulate
Knowledge: label, list, name
Understanding: describe,
explain
Application: apply, illustrate,
sketch
Knowledge
Understanding
Application
Analysis
Synthesis
•
Water cycle, energy cycle
diagrams/drawings
•
•
•
Energy pyramids
Diagrams/posters
String-web
Review / testing
Course Overview: This course covers the following topics—Earth’s structure and Plate tectonics; Shaping the Earth’s Surface; Energy within the Earth; and Ecology/Resources.
Text / Workbooks Used: Focus on Earth Science: California Grade 6 Edition. New York: McGraw Hill/Glencoe, 2007, ISBN: 10:0-07-879428-5
Goals & Objectives: To understand the formation and design of our plant. To know evidence of plate tectonics, the evidence of earthquakes, the major California features; to
know the dynamic systems that shape the earth and the changes occurring within human and wildlife habitats; to understand energy transfer within the earth; to know and
understand the place of earth within the larger solar system of our neighboring sun.
Assessment: Grading is on a point basis—how much out of 100% under the following breakdown—Homework = 20%, Quizzes = 30%, Participation = 20%, Projects/Lab
Investigations = 30%
55
GRADE: 6
DATE
September
SUBJECT: History
CONTENT/THEME
•
Paleolithic history (2,600,000
B.C. – 8,000 B.C.)
SKILLS
•
•
•
October
•
Mesopotamia (3500 B.C. – 586
B.C.)
•
•
•
November
•
Egypt, Nubia, & Kush (5000 B.C.
– A.D. 350)
•
•
•
December
•
India (2500 B.C. – A.D. 320)
•
Knowledge: Identify and describe
early hominids. Know how the
first societies developed.
Understanding: Understand the
concept of civilization and the
basic theory of evolution.
Application: Be able to annotate
texts. Use primary and secondary
sources to support an argument.
Understanding: Understand the
purposes of state religion and a
legal code.
Application: Apply knowledge of
Mesopotamia to interpret The
Epic of Gilgamesh.
Analysis: Analyze rhetorical
devices used in an excerpt of
Hammurabi’s code to defend the
king’s right to enforce laws.
Application: Apply knowledge of
Egyptian geography to create an
advertisement for life in the Nile
valley.
Analysis: Analyze the advantages
and disadvantages of different
map projections.
Synthesis: Synthesize information
about Egyptian history and in
concise language, maps,
diagrams.
Analysis: Analyze Indian
religious and literary texts to
show how they reflect their
historical contexts.
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
Demonstration: understanding
primary and secondary sources
Annotating sources: students
choose a secondary source about
prehistory to read, annotate and
present.
Class discussion of Hammurabi’s
Code.
Annotating The Epic of
Gilgamesh and indexing key
concepts, inventions and
historical terms from the textbook
that appear in the story.
Group project: build a pyramid;
each side contains different facts
and information about the Old,
Middle, or New Egyptian
Kingdom.
Students work in groups to create
an advertisement for life in the
Nile Valley.
Choose a book to read, annotate,
and present: Bhagavad Gita,
Ramayana, or Tibetan Book of
the Dead. Analyze how the given
56
•
•
January
•
China (500 B.C. – A.D. 220)
•
•
•
February
•
China (continued)
•
•
•
March
•
Greece (1900 B.C. – 323 B.C.)
•
•
•
April
•
Greece (continued)
•
Synthesis: Compare the Indian
caste system to the social
structure of other societies.
Evaluation: Be able to critique
Western stereotypes of Indian
culture and civilization.
Knowledge: Know the dynasties,
key rulers and events in Ancient
Chinese history
Analysis: Analyze the geography
of China and how geographic
barriers act as buffer zones to
support its political borders.
Application: Apply understanding
of Chinese culture and history in
constructing a Great Wall of
Information About China.
Understanding: Understand the
importance of trade for the
development of Chinese
civilization.
Synthesis: Synthesize information
about Chinese geography,
economy, and climate in
simulating the Silk Road.
Evaluation: Evaluate differing
opinions about the role of women
in ancient Chinese society.
Knowledge: Be able to name the
major city-states of Ancient
Greece and their differences,
from Athens to Sparta to Minos
and Phoenicia.
Understanding: Understand how
peace provided the ideal
conditions for Greece to develop
its technology and culture.
Application: Apply understanding
of Greek history to facilitate a
closer reading of excerpts from
Greek myths and epics.
Analysis: Analyze excerpts from
Greek philosophy: Plato’s
book reflects Indian history and
the values of early Indian
societies.
•
•
Build a Great Wall of
Information About China
Read Tao Te Ching excerpts and
present the main ideas of—and
main differences between—
Taoism, Confucianism, and
Buddhism.
•
Silk Road project: simulate the
Silk Road by dividing the class
into traders, farmers, hired guards
and merchants. Identify the major
imports and exports that traveled
along the Silk Road, and model
how trade affected the Chinese
economy and culture.
•
Read and annotate excerpts from
Homer, Aristophanes and others.
Write an essay that analyzes how
the given excerpt helps illuminate
what life was like in ancient
Greece.
•
Become an expert: select a
philosopher to study (Plato,
Socrates, or Aristotle). Write a
57
•
•
May
•
Rome (1000 B.C. – A.D. 476)
•
•
•
June
•
Rome (continued)
•
•
•
allegory of the cave, Symposium,
and Apology.
Synthesis: Synthesize information
about Plato and Aristotle to
identify their main points of
disagreement.
Evaluation: Evaluate differing
opinions about the role of art and
literature among ancient Greek
philosophers.
Knowledge: Know the basic
structure of Roman government
and the key rulers and events of
the period.
Understanding: Understand how
Rome used cultural forms, such
as gladiator fights, to maintain
social hierarchies.
Application: Apply understanding
of Roman architecture to create a
model of a Roman city.
Analysis: Analyze how social
hierarchies strengthened and/or
weakened the Roman Empire.
Synthesis: Synthesize information
about Greece and Rome to
describe their main similarities
and differences, and the selective
cultural borrowing that took place
between the two civilizations.
Evaluation: Evaluate differing
opinions about the role of women
in Roman society.
persuasive essay that takes sides
on a given argument between the
philosophers.
•
Study Roman architecture
through maps, diagrams,
photographs and archaeological
digs. Create a model of a Roman
city based on this information.
•
Read and annotate excerpts from
Metamorphoses. Write an essay
that describes how the essay
reflects the values of the ruling
class in Ancient Rome.
Course Overview: The curriculum is broken down into seven units. Each unit pairs a body of historical material with a keyword from the humanities, which will illuminate both
the materials of ancient history and the present world. Students are introduced to the different forms of observation and analysis that make up historical study, and have frequent
opportunities to test their understanding of these methods by analyzing the primary sources that most interest them. We also discuss current events in relation to the materials and
concepts we’ve been studying.
Text / Workbooks Used: Harcourt Brace, Social Studies: Ancient Civilizations. 2000.
Goals & Objectives / Course Philosophy: Students practice close reading, note-taking, and short essay writing. Emphasis falls on acquiring skills rather than digesting content—
58
on giving students the tools to analyze and conceptualize the unfamiliar, rather than exclusively testing their memorization ability.
Assessment: Projects, Essays & Tests: 50%; Homework: 30%; In-class participation: 20%. Grading is absolute, but tests are curved when necessary.
59
GRADE: 6
SUBJECT: Spanish
DATE
CONTENT/THEME
SKILLS
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
September
●
Review alphabet, numbers 100+,
colors, greetings, seasons, days,
months, how to say I like,
vocabulary, sentence structure,
culture
Knowledge: recognize, relate, recall.
Comprehension: identify, recognize,
restate, review.
Application: demonstrate, illustrate,
practice, write.
Analysis: categorize.
Synthesis: organize, compose. Evaluation:
compare, choose, assess
●
worksheets, text pages 4-90,
history of the burrito, greeting
comic strip, Spanish Hangman,
spanishtown.ca
October
●
Restaurant critique project, House
vocabulary, Readings, Dia de los
Muertos, Ideal House Project.
Knowledge: memorize, label, repeat.
Comprehension: describe, express, report
Application: demonstrate, illustrate,
write.
Analysis: analyze
●
Text pages 94-152, worksheets,
grammar & culture videos, sugar
skulls, poster board or
PowerPoint, Spanish hangman
Synthesis: arrange, organize, create.
Evaluation: compare, evaluate
November
●
Present Progressive Tense
Shopping, Clothing, Preferir &
Querer, Dem Adjs, Readings
Knowledge: memorize, repeat, reproduce.
Comprehension: identify, recognize,
restate, review.
Application: demonstrate, illustrate,
practice, write.
Analysis: categorize, examine
Synthesis: organize, compose.
Evaluation: compare, choose, assess
●
Text pages 156-182, worksheets,
grammar & vocab videos, verb
charting on board, December
●
More shopping, places, jewelry
vocabulary, Perico conversation
paragraphs, Xmas carols Spanish
Knowledge: define, memorize, relate,
recall.
Comprehension: identify, recognize,
restate.
●
Text pages: 186-214, worksheet
packets, vocabulary & culture
videos
60
Application: solve, practice, write.
Analysis: examine, question.
Synthesis: organize, formulate, compose.
Evaluation: choose, support
January
●
Markets in Latin America, more
places & transportation
vocabulary, Mexico City, Latin
America geography, how to make
purchases in Spanish
Knowledge: define, duplicate, reproduce
Comprehension: describe, discuss, explain
Application: choose, apply
Analysis: categorize, differentiate
Synthesis: arrange, composed, organize
Evaluation: choose, support ●
Text pages: 218-246, culture
videos, worksheets, readings,
verbal question and answer drills
February
●
Familia y Yo Project, community
vocabulary, feminine irregular
nouns, readings
Knowledge: define, range, memorize,
recognize
Comprehension: classify, express
Application: choose, apply
Analysis: compare, contrast
Synthesis: arrange, compose, organize
Evaluation: assess, select, evaluate
●
Text pages: 250-278,
worksheets, vocabulary videos,
presentations March
●
Entertainment vocabulary, verbs
like gustar, acabar de, hay, decir
& hacer
Knowledge: define, memorize, recall
Comprehension: classify, explain, restate
Application: choose, demonstrate, practice
Analysis: categorize, differentiate
Synthesis: arrange, create, organize
Evaluation: choose, support
●
Text pages: 282-306, worksheets,
board writing, grammar videos,
charting verbs & sentences on
board, question answer responses
April
●
Technology & communication
vocabulary, how to form adverbs,
saber & conocer, online
interactive stories & games
Knowledge: memorize, recognize, repeat
Comprehension: describe, express, review
Application: choose, demonstrate,
interpret
Analysis: categorize, differentiate
Synthesis: arranged, create, organize
Evaluation: choose, support
●
Text pages: 310-334,
worksheets, sentences on board,
grammar videos, Mi Mundo en
Palabras
May
●
Review, readings, sentence
writing and expansion, online
interactive stories & games
Knowledge: arranged, duplicate, order,
state
Comprehension: express, review
Application: apply, demonstrate,
Analysis: compare, contrast, distinguish,
question
●
Board work, grammar &
vocabulary videos, Mi Mundo en
Palabras
61
Synthesis: arrange, compose, plan
Evaluation: support, evaluate
June
●
Online interactive stories &
games
Knowledge: recognize, recall
Comprehension: describe, identify
Application: interpret
Analysis: distinguish
Synthesis: formulate
Evaluation: evaluate
●
Mi Mundo en Palabras
Course Overview: Students get exposed to a variety of learning styles such as reading, writing, speaking and listening. Some examples of these are: reading short interactive
stories online in Spanish out loud as a class, board writing sentences, worksheets, games, etc.
Text / Workbooks Used: Realidades B
Goals & Objectives / Course Philosophy: Students will be exposed not only to the Spanish language but also to the cultures found in the Spain and Latin America. For example,
students will learn about cultural events such as Día de los Muertos. Students will also participate in small projects such as a restaurant critic and larger scale projects such as the
Mi Familia poster board project.
Assessment: Classwork and homework will be assigned weekly. Students should also be prepared to take vocabulary and grammar quizzes. Students will also be assessed through
projects and other individual & group activities.
62
GRADE 7
63
GRADE: 7
DATE
September
SUBJECT: English
CONTENT/THEME
•
•
•
Literature:
“I Just Kept on Smiling,” by
Simon Burt
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
SKILLS
•
•
•
October
•
•
•
Literature:
“The White Circle,” by John
Bell Clayton
“Harrison Bergeron,” by Kurt
Vonnegut, Jr.
Writing
Vocabulary
The Timeline History of the
English Language
•
•
•
Understanding: Cite several
pieces of textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
Understanding: Determine the
theme or central idea of a text and
analyze its development over the
course of the text; provide an
objective summary of the text.
Analysis: Analyze how particular
elements of a story or a drama
interact (e.g. how setting shapes
the characters or plot).
Understanding: Determine the
meaning of words and phrases as
they are used in a text, including
figurative and connotative
meanings; analyze the impact of
rhymes and other repetitions of
sounds (e.g. alliteration) on a
specific verse or stanza of a poem
or section of a story or drama.
Analysis: Write arguments to
support claims with clear reasons
and relevant evidence.
Application: Write
informative/explanatory texts to
examine a topic and convey
ideas, concepts, and information
through the selection,
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay on “I
Just Kept on Smiling” (first
draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay
(second draft and final draft).
Building vocabulary through
Greek and Latin roots
(workbook)
64
•
•
November
•
•
•
Literature:
“The Raven,” by Edgar Allan
Poe
“The Tell-Tale Heart,” by Edgar
Allan Poe
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
•
•
•
December
•
•
•
Literature:
The Red Pony, by John Steinbeck
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
organization, and analysis of
relevant content.
Knowledge: Learn the history of
the English language.
Understanding: Word origins and
how the meanings of words
change over time.
Application: Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
Application: With some guidance
and support from peers and
adults, develop and strengthen
writing as needed by planning,
revising, editing rewriting, or
trying a new approach, focusing
on how well purpose and
audience have been addressed.
Knowledge: Learn how to use the
dictionary.
Knowledge: Learn about the
kinds of information you can find
in a dictionary.
Knowledge: Memorize the
meanings of prefixes.
Synthesis: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Application: Engage effectively
in a range of collaborative
discussions (one-on-one), in
groups, and teacher-led) with
diverse partners on grade 7
topics, texts, and issues, building
on others’ ideas and expressing
their own clearly.
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay (first
draft).
Building vocabulary through
Greek and Latin roots
(workbook)
65
•
•
January
•
•
•
Literature:
Shakespeare’s Comedy of Errors
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
•
•
•
February
•
•
•
Literature:
Shakespeare’s Comedy of Errors
and Sonnets
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
•
•
Understanding: Learn how words
are formed through the
combination of prefixes and Latin
and Greek roots.
Application: Learn how to guess
at the meanings of words through
knowledge of prefixes and roots.
Analysis: Analyze the main ideas
and supporting details presented
in diverse media and formats (e.g.
visually, quantitatively, orally)
and explain how the ideas clarify
a topic, text, or issue under study.
Analysis: Delineate a speaker’s
argument and specific claims,
evaluating the sound- ness of the
reasoning and the relevance and
sufficiency of the evidence.
Knowledge: Learn about poetic
meter and the iambic pentameter.
Knowledge: Learn about
Shakespeare’s theater, his life and
Elizabethan history.
Application: Present claims and
findings, emphasizing salient
points in a focused, coherent
manner with pertinent
descriptions, facts, details, and
examples; use appropriate eye
contact, adequate volume, and
clear pronunciation.
Application: Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated or
appropriate.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay
(second draft and final draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
66
March
•
•
•
Literature:
Performing Shakespeare, from
page to stage
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
•
•
•
•
•
April
•
•
•
Literature:
Tom Sawyer, by Mark Twain
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
•
•
•
May
•
•
•
Literature:
Poetry (various authors)
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills
Knowledge: Learn how to
perform and put on a play.
knowledge
Knowledge: Learn about different
ways of performing
Shakespeare’s plays.
Knowledge: Memorize a
Shakespearean speech or sonnet.
Application: Perform a speech or
a scene from a Shakespeare play.
Understanding: Determine or
clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade 7 reading
and content, choosing flexibly
from a range of strategies.
Knowledge/Application: Acquire
and use accurately gradeappropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
Evaluation: Students compare,
contrast and test their views (and
those of their peers) with/against
those expressed by the authors
they read.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
Evaluation: Students compare,
contrast and test their views (and
those of their peers) with/against
those expressed by the authors
they read.
•
•
•
•
•
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
67
•
Test Taking
•
•
•
June
•
•
•
Literature:
“The Mysteries of the Cabala,”
by Isaac Bashevis Singer
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots II
•
•
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
Knowledge: Learn test-taking
skills.
Application: Apply test-taking
skills.
Understand: Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grade 7 reading
and content, choosing flexibly
from a range of strategies.
Application: Acquire and use
accurately grade-appropriate
general academic and domainspecific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
•
Building vocabulary through
Greek and Latin roots
(workbook)
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
Building vocabulary through
Greek and Latin roots
(workbook)
•
Course Overview: The curriculum (or what is taught) is secondary to how it is taught. Hence, what the students learn is not so much information but how to process information
in a thoughtful, critical manner. This requires both patience and practice. The process of interpreting texts (through close reading techniques) is reinforced through repetition. The
seminar format for discussions is based on the Junior Great Books Program (with a few modifications).
Text / Workbooks Used: Short Stories (from the Junior Great Books Program), Plays, Novels and Poems. Vocabulary from Latin and Greek Roots (workbook). The Oxford
English Dictionary.
Goals & Objectives / Course Philosophy: The English course stresses the enjoyment of literature for its own sake. At the same time, it develops comprehension, critical thinking,
and oral and written language skills. Students (through class discussions) work together to enlarge their understanding of what they read. Moreover, they acquire a sense of
confidence in their ability to figure out for themselves whatever at first seems puzzling or too difficult. As the year progresses, I look forward to seeing students become better able
to raise thoughtful questions, offer reasons for their opinions, and listen to others’ ideas.
Assessment: 25% Quizzes and Tests, 25% Writing and Projects, 25% Homework, and 25 % Participation
68
GRADE: 7
DATE
September
SUBJECT: Math
CONTENT/THEME
•
•
Percent
Probability
SKILLS
•
•
•
•
•
•
October
•
•
•
•
Polygons
Pythagoras
Area
Quadrilaterals
•
•
•
•
•
•
November
•
•
Matrices
Bases
•
Evaluation: predict
Synthesis: arrange, assemble,
collect, formulate set up
Analysis: calculate, compare,
distinguish, test
Application: choose, demonstrate,
interpret, practice, solve
Understanding/comprehension:
classify, discuss, explain,
identify, recognize, select,
translate
Knowledge: arrange, define,
duplicate, label, list, memorize,
name, order, recognize, recall,
repeat, reproduce
Evaluation: appraise, predict,
select
Synthesis: arrange, construct,
create, formulate. Set up
Analysis: calculate, categorize,
compare, contrast, differentiate,
examine
Application: apply, employ,
illustrate, sketch, solve, use, write
Understanding/Comprehension:
classify, identify, recognize,
select
Knowledge: arrange, define,
duplicate, label, list, memorize,
name, order, recognize, relate,
recall, reproduce, state
Evaluation: Judge, value,
evaluate
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Percent problem taxonomy sheet
Percent word problem worksheets
#1-5
Pascal’s Triangle construction
and use
“Buy a house” worksheet
Flip coins and draw cards
experiments for data creation
Worksheets for specific
components, textbook problems
for reinforcement
Use “Focus on Geometry” to
identify types of polygons,
triangle rule for angle measures
Polygon construction take-home
problem set
Review protractor, ruler use
Physically draw and fit squares
for Pythagorean formula proof
Use as many shapes and objects
as possible to find area
Review coordinate plane
Worksheets for specific
components, textbook problems
for reinforcement
Matrix multiplication, planar
transformations with
quadrilaterals
69
•
•
•
•
•
December
•
Bases
•
•
•
•
•
•
January
•
•
Ratio
Scientific Notation
•
•
•
•
•
Synthesis: manage, organize, set
up
Analysis, calculate, categorize,
compare, differentiate, examine,
question, test
Application: choose, demonstrate,
employ, interpret, practice, solve,
use
Understanding/Comprehension:
classify, indicate, locate,
recognize, restate, review,
translate
Knowledge: arrange, duplicate,
list, order, recognize, recall,
repeat, reproduce
Evaluation: Judge, value,
evaluate
Synthesis: manage, organize, set
up
Analysis, calculate, categorize,
compare, differentiate, examine,
question, test
Application: choose, demonstrate,
employ, interpret, practice, solve,
use
Understanding/Comprehension:
classify, indicate, locate,
recognize, restate, review,
translate
Knowledge: arrange, duplicate,
list, order, recognize, recall,
repeat, reproduce
Evaluation: defend estimate,
slect, evaluate
Synthesis: arrange, differentiate,
distinguish, test
Analysis: calculate, categorize,
compare, experiment, question
Application: apply, choose,
employ, interpret, solve, use
Understanding/Knowledge:
classify, identify, indicate,
recognize, translate
•
•
•
•
•
•
•
•
Using blocks to count in different
bases
Worksheets for specific
components, textbook problems
for reinforcement
Conversion charts and placevalue worksheets
Web-based hexadecimal color
creation project
Worksheets for specific
components, textbook problems
for reinforcement
Find and use scale factors from
models, rent ads based on square
footage, recipes, to scale up or
down amounts or dimensions
Convert using data from solar
system
Worksheets for specific
components, textbook problems
for reinforcement
70
•
February
•
•
Scientific Notation
Volume
•
•
•
•
•
•
March
•
•
Volume
Statistics
•
•
•
•
•
•
April
•
•
1D graphing
Like Terms
•
•
•
•
Knowledge: arrange, duplicate,
label, list, memorize, order,
recognize, repeat, reproduce
Evaluation: appraise, defend
estimate, value
Synthesis: arrange, construct,
create, formulate
Analysis: calculate, categorize,
compare, experiment, question,
test
Application: employ, solve, use
Understanding/Comprehension:
classify, express, identify,
indicate, recognize, translate
Knowledge: arrange, define,
duplicate, label, memorize, name,
order, recognize, repeat,
reproduce, state
Evaluation: argue, defend
estimate, predict, value
Synthesis: arrange, assemble,
collect, design, formulate,
manage, organize, set up
Analysis: calculate, compare,
contrast, discriminate, examine
Application: choose, solve
Understanding/comprehension:
classify, indicate, recognize,
report
Knowledge, define, duplicate,
label, list, order, recognize
Evaluation: predict, select,
evaluate
Synthesis, arrange, construct,
design, formulate, set up
Analysis: calculate, categorize,
compare, contrast, differentiate,
discriminate, distinguish
Application: apply, choose,
demonstrate, illustrate, interpret,
practice, sketch, solve
•
•
•
•
•
•
•
•
Use as many common objects as
possible to find volume
Fill cube with pyramids of the
same base & height
Worksheets for specific
components, textbook problems
for reinforcement
Economic indicator statistic
projects
Class discussion to compare
results and relative importance of
economic indicators
Use Excel to present, organize,
and project data
Combining “animals” worksheets
Worksheets for specific
components, textbook problems
for reinforcement
71
•
•
May
•
•
Like Terms
Review
•
•
•
•
•
•
June
•
•
Review
Final
•
Understanding/comprehension:
classify, identify, indicate, locate,
recognize, select
Knowledge: arrange, define,
duplicate, list, order, recognize,
relate, reproduce
Evaluation: asses, argue, defend
estimate, predict, rate, select,
support
Synthesis: collect, develop,
manage, organize, plan, prepare
Analysis: analyze, categorize,
compare, criticize, differentiate,
discriminate, distinguish,
examine
Application: apply, choose,
demonstrate, employ, solve
Understanding/Comprehension:
classify, express, identify,
recognize, restate, review, select
Knowledge: arrange, label, list
order, recognize, recall,
reproduce, state
(same)
•
•
•
•
Drawing “rainbows” to distribute
Balancing and lining up equations
on the board and on paper
Worksheets for specific
components, textbook problems
for reinforcement
Review, emphasizing connections
between topics
Course Overview:
Mostly standard pre-algebra curriculum to prepare students for a complete year of algebra in eighth grade. Mastery of basic operations by using them in more complex and
unrothodox problems. Topics are a combination of abstract and concrete, including concepts from both algebra and geometry. Units added on matrix multiplication and
learning/knowing/using different bases.
Text / Workbooks Used:
Larson, Ron et al, Pre-Algebra, California. Boston: McDougal Littell, 2008
Laycock, Mary and Smart, Margaret, Focus on Geometry, Hayward: Activity Resources Company, Inc., 1994
Custom-made worksheets
Goals & Objectives / Course Philosophy:
Lots of hands-on things, various experiments with the topics we’re working on. At this point, students are expected to have mastered basic operations (addition, subtraction,
multiplication, division, fractions, decimals), and this year we put those to work. We cover percents, ratio, bases, statistics, volume, taking topics they’ve worked on before (like
percents) to a new level. Students are encouraged to think outside the box, find multiple solutions, do problems requiring more than one skill and step, and learn how to apply their
skills to solve problems. Demonstrate an enthusiasm for the subject to make it more accessible and less intimidating to those for whom it is not their best subject.
Regular arithmetic quizzes (no calculators) to keep those skills sharp. Students are encouraged to ask questions in class— the class discussions are an important part of how things
get learned, and are an opportunity to take initiative in their math education.
72
Assessment:
In-class tests at the end of every unit, take-home problem sets for longer tests. In-class, on-the-fly individual problem corrections by the teacher for immediate feedback. Biweekly
20-minute arithmetic quizzes, worth 0.5 of a test grade.
73
GRADE: 7
DATE
SUBJECT: Life Science
CONTENT/THEME
SKILLS
September
•
•
•
•
•
Insect Collection
Cell Biology
Cells & Life
Parts of Cell
Cell Cycle and Division
October
•
•
•
•
•
Reproduction & Genetics
Sexual Reproduction & Meiosis
Plant Reproduction
Animal Reproduction
Asexual Reproduction
•
•
•
•
Evolution: Change over time
Evidence of Change
•
•
November
•
•
•
•
•
•
•
January
February
March
April
•
•
•
•
•
•
•
•
•
•
Earth & Life History
Age of Earth: relative/absolute
dates
Geological time / mass
extinctions
Structure, Function & Physical
Properties in Living Systems
Musculoskeletal System
Cardiopulmonary System
Pulmonary-Circulatory System
Pressure and the body
Nervous System
Eye and Light
Eye and Vision
Lenses
Ear and Sound
Knowledge: label, list, name
Understanding: describe,
explain
Application: apply, illustrate,
sketch
•
•
•
•
Knowledge: label, list, name
Understanding: describe,
explain
Application: apply, illustrate,
sketch
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Synthesis: design, formulate
•
•
•
•
•
•
•
•
•
•
•
December
Knowledge: list, recognize
Understand: describe, explain
Analysis: calculate,
compare/contrast
Evaluation: assess, support
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
•
•
•
•
Creating an insect display box
Writing a standard research report
Cell diagrams
Microscope techniques
Onion cell observation
Cheek cell scraping
Dialysis membrane (nutrient
exchange—hold over from
September Cell structure)
Models
Diagrams/Charts
Observation of cellular change
Darwin Video(s)
Evolution videos
•
•
Fossil examples
Geo-Time line diagram, line
drawing (tie in with math lines)
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
•
•
Muscle experiments
Exoskeleton muscles ?
•
•
•
Build a Heart Pump
Diagrams of circulatory system
How Sensitive Touch labs
Knowledge: define, list
Understand: classify, describe
Analysis: demonstrate, sketch
Knowledge: define, list
•
Light/phototropic labs
•
Tuning forks
74
May
•
•
•
•
•
Hearing
Loss of Hearing
Human Reproductive System
Reproductive Systems
Pre-birth development
June
•
Wrap up of Life Science Year!
•
•
•
•
Understand: classify, describe
Analysis: demonstrate, sketch
Knowledge: label, list, name
Understanding: describe,
explain
• Application: apply, illustrate,
sketch
• Knowledge
• Understanding
• Application
• Analysis
Synthesis
•
•
•
•
Hearing aids?
Ear trumpets
Models, tie in with Ivy Chen
Carry Baby Model?
Testing
Course Overview: Life Science this school year will cover the following topics—Cell Biology, Reproduction and Genetics, Change Over Time, Earth and Life History,
Structure/Function and Physical Properties in Living Systems.
Text / Workbooks Used: Focus on Life Science: California Grade 7 Edition. New York: McGraw Hill/Glencoe, 2007, ISBN: 10-0-07-879434-X
Goals & Objectives: Students will be able to identify various cellular components; they will understand the process of reproduction / genetics and the slow process of biological
change over time; the mechanics of change will be detailed via the vast eons of changing life history upon the earth; the structure and function of living systems will add to the
overall understanding of life on planet Earth.
Assessment: Grading is on a point basis—how much out of 100% under the following breakdown—Homework = 20%, Quizzes = 30%, Participation = 20%, Projects/Lab
Investigations = 30%
75
GRADE: 7
DATE
September
SUBJECT: History
CONTENT/THEME
•
Decline of the Roman Empire
SKILLS
•
•
•
October
•
Byzantine & Early Islamic Near
East
•
•
•
November
•
Tang, Sung, and Ming China;
Feudal Japan
•
•
Knowledge: Be able to identify
the most plausible reasons for the
fall of the Western Roman
Empire.
Understanding: Understand cause
and effect as it relates to the
decisions of the Roman
government and their
ramifications.
Application: Use evidence to
support an argument on why the
Western Roman Empire fell.
Understanding: Understand how
and why early civilizations in the
Islamic world supported (or
suppressed) diversity and
religious freedom, and how these
policies influenced cultural and
technological innovation.
Application: Apply understanding
of Mughal, Safavid, Ottoman and
Byzantine empires to the current
instability in the region, and what
lessons can be learned from them.
Analysis: Analyze Islamic
teachings about responsibility,
justice, and devotion and
compare these with JudeoChristian values.
Synthesis: Compare the Chinese
bureaucratic system with the U.S.
democratic system to understand
advantages and disadvantages of
each.
Application: Apply understanding
of Heian culture to think about
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
Textbook chapter 2
Introducing research strategies.
Students research the fall of
Rome, write an annotated
bibliography and short essay, and
participate in a debate.
•
•
Textbook chapters 3 & 4
Watch Frontline: Islam. Discuss
Islam in the United States, the
history and meaning of
“Islamism,” “jihad,” and
“sectarianism.”
•
•
Textbook chapters 7 & 8
Watch a short video about Heian
culture; write a short story about
a Heian princess.
76
December
•
Sub-Saharan Africa (esp. Ghana
and Mali empires)
•
•
January
•
Meso-American and Andean
civilizations
•
•
•
February
•
Feudal Europe
•
•
•
March
•
Renaissance
•
•
why women have more rights in
some cultures than others.
Analysis: Discuss what
constitutes an advanced
civilization, whether precolonial
African civilizations were
advanced, and why.
Evaluation: Compare village
society with the Ghana and Mali
empires to evaluate the strengths
and weaknesses of different
political systems and social
structures.
Knowledge: Be able to locate the
Mayan, Incan and Aztec empires
on a map. Know the basic
geography of Central and South
America.
Understanding: Understand the
similarities and differences
between early indigenous
American civilizations.
Application: Apply knowledge of
Mesoamerican values and beliefs
to understand their art and
architecture.
Analysis: Analyze an excerpt
from the Magna Carta in terms of
the rhetorical devices it uses and
the impact it had on later
governments.
Synthesis: Compare life of
different social classes in the
Feudal manor
Evaluation: Explain why the
Feudal system lasted so long, and
how it came to an end
Knowledge: Be able to identify
the most famous artists, writers
and statesmen of the European
Renaissance.
Understanding: Understand how
the Renaissance began in Italy
•
•
Textbook chapters 5 & 6
Write a dialogue in which Mansa
Musa, Tunka Manin, and a
village elder share their ideas
about what makes an ideal
civilization.
•
•
Textbook chapters 14 & 15
View photos and diagrams of
Mayan, Aztec, and Incan art and
architecture, and discuss how it
relates to their society’s values
and beliefs.
•
•
Textbook chapters 9 & 10
Close reading of Magna Carta
•
•
Textbook chapter 11
Legion of Honor field trip
77
•
April
•
Reformation
•
•
•
May
•
Scientific Revolution, Age of
Exploration
•
•
•
June
•
Enlightenment, Age of Reason
•
•
•
and how it spread throughout the
continent.
Application: Apply understanding
of Renaissance innovations and
values to give an interpretation of
selected artworks from the
period.
Analysis: Analyze Luther’s
Ninety-Five Theses.
Synthesis: Compare the religious
beliefs of different forms of
Christianity.
Evaluation: Model the daily life
of a medieval student in a
monastery. Discuss the history of
choir schools and the education
system in general.
Knowledge: Identify the most
important inventions of the
Scientific Revolution and their
effect on European society. Be
able to identify the major
European explorers and their
discoveries.
Understanding: Understand the
relationship between religious
changes, economic changes, and
cultural changes in early Modern
Europe.
Application: Class discussion and
interpretation of philosophical
excerpts.
Analysis: Analyze literary
excerpts in relation to the
philosophical excerpts discussed
last month.
Synthesis: Compare Feudal
Europe with Early Modern
Europe. What new freedoms and
new challenges did people have?
Evaluation: Evaluate the role of
humor in fulfilling the objectives
of the Enlightenment—as a form
•
•
•
•
•
•
•
•
•
•
Textbook chapter 12
Excerpts from Aquinas.
Translation exercise: Compare
King James Bible with other
versions
Create a thoughtful, modern
version of the “95 Theses” and
attach to the front door of the
classroom.
Textbook chapters 13 & 16
Excerpts from Descartes and
Spinoza; excerpts from
Columbus’s correspondence
Class activity: write and perform
a dramatic reconstruction of the
first interactions between Native
Americans and European
explorers.
Textbook chapter 17
Excerpts from Don Quixote,
Simplicissimus
Final exam: essay on a chosen
philosophical or literary excerpt.
Discuss the excerpt as an
illustration of the relationship
between the various periods and
movements of European history
(Feudalism, the Scientific
Revolution, the Reformation, the
Enlightenment, etc.)
78
of critique, knowledge, free
speech.
Course Overview: This year’s curriculum is broken down into ten units. Each unit pairs a body of historical material (from A.D. 500-1789) with a key concept from the
humanities, which I hope will illuminate both the materials of ancient history and the present world. Students will also be introduced to the different forms of observation and
analysis that make up historical study, and will have frequent opportunities to test their understanding of these methods by analyzing the primary sources that most interest them.
When practicable, we will discuss current events in relation to the materials and concepts we’ve been studying.
Text / Workbooks Used: Holt, World History: Medieval to Early Modern Times. 2006.
Goals & Objectives / Course Philosophy: Students will continue mastering close reading, note-taking, and short essay writing. Emphasis will fall on acquiring skills rather than
digesting content—on giving students the tools to analyze and conceptualize the unfamiliar, rather than merely testing their memorization ability. See the curriculum chart for
details.
Assessment: Projects, Essays & Tests: 60%; Homework: 30%; In-class participation: 10%. Grading is absolute, but I’ll curve tests when necessary so that students aren’t
responsible for knowing material that I failed to teach. The letter grade is supplemented on each report card by an “effort” grade that takes the student’s conduct and improvement
into account.
79
GRADE: 7
SUBJECT: Spanish
DATE
CONTENT/THEME
SKILLS
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
September
●
Review -ar, -er, -ir verb
conjugations, weather
expressions, expressions with
tener, interrogative words, ser &
estar, ir,stem changing verbs,
months, days, numbers,
possessive adjectives, cultural
holidays. Review preliminary
lessons.
Knowledge: recognize, relate, recall.
Comprehension: explain, identity,
recognize restate review.
Application: demonstrate, illustrate,
practice, write.
Analysis:
categorize, compare, contrast. Synthesis:
organize, compose. Evaluation: compare,
select.
Vocabulary: pastimes, food, Ser,
gustar, songs of singers Juanes &
Shakira, Mana, house vocabulary,
ordinal numbers, Dia de Los
Muertos
Knowledge: memorize, label, relate.
Comprehension: classify, describe,
explain, express.
Application: select, demonstrate.
Analysis: categorize, distinguish.
Synthesis: create.
Evaluation: select, assess.
October
●
●
Text p: C4-25, verbal question &
answer responses, Spanish
jeopardy, Spanish hangman,
Spanish labs, conjuguemos &
rockalingua for Interrogatives,
Grammar & culture videos
●
Text p: 32-51, Text p: 32Telehistorias, worksheets,
charting verbs on board, Spanish
labs, culture videos
●
Text p: 56–75, Telehistoria,
worksheets, creative & expansive
writings on board, culture and
vocabulary videos
November
●
Vocabulary: people &
characteristics, articles, nounadjective agreement (details), Dia
de Los Muertos
Knowledge: memorize, arrange,
recognize, list.
Comprehension: classify, describe,
express.
Application: choose, apply, demonstrate.
Analysis: categorize, compare, contrast.
Synthesis: arrange, compose, create.
Evaluation: assess, compare.
80
December
●
Vocabulary: telling time, school,
numbers, student interview,
Tener, negative & affirmative
words, -ar verbs, culture: Mexico
Knowledge: memorize, arrange, repeat.
Comprehension: classify, describe, locate,
recognize.
Application: choose, demonstrate,
practice.
Analysis: categorize, differentiate.
Synthesis: arrange, compose, organize.
Evaluation: assess.
●
Text p: 84-105, worksheets,
Telehistoria, question answer
responses, column charting on
board, grammar & culture videos
January
●
Vocabulary: school, emotions,
Estar, Ir, Frida Kahlo, study for
final. Knowledge: memorize, order, recognize,
repeat.
Comprehension: describe, express,
identify.
Application: choose, apply, demonstrate.
Analysis: differentiate, examine.
Synthesis: arrange, distinguish.
Evaluation: choose, appraise. ●
Text p: 110–129, worksheets,
Telehistoria, verb charting on
board, sentences, grammar &
culture videos
February
●
Vocabulary: food, Gustar,-er & ir verbs, culture: Puerto Rico
Knowledge: memorize, arrange.
Comprehension: describe, discuss,
explain, express.
Application: choose, apply, practice.
Analysis: differentiate, analyze.
Synthesis: arrange, construct, organize.
Evaluation: choose, assess.
●
Text p: 140–159, Telehistoria,
worksheets, vocabulary, grammar
& culture videos, readings
March
●
Vocabulary: family members,
possessive adjectives,
comparisons, la Quinceñera
Knowledge: label, list, memorize, repeat.
Comprehension: describe, express.
Application: choose, illustrate.
Analysis: categorize, compare.
Synthesis: arranged, construct.
Evaluation: select, assess
●
Text p: 164-184, Telehistoria,
worksheets, vocabulary, culture
& grammar videos, readings
April
●
Vocabulary: clothing & shopping,
expressions with Tener, stem
changing verbs, DOPs, culture:
Spain & Chile
Knowledge: memorize, order, repeat.
Comprehension: locate, restate.
Application: demonstrate, apply.
Analysis: categorize, distinguish.
Synthesis: arrange, organize.
Evaluation: choose, assess
●
Text p: 194-213, Telehistoria,
start cooking project, culture &
grammar videos, charting veon
board
May
●
Vocabulary: food, restaurant &
places, Ver, culture: Guatemala,
Knowledge: memorize, name, order.
Comprehension: express, report.
Application: demonstrate, illustrate.
●
Text p: 218- 237, Telehistoria,
start cooking project, culture &
vocabulary video, 81
June
●
start cooking project,
presentations
Analysis: distinguish, examine.
Synthesis: compose, organize, set up.
Evaluation: select, support
Study for final, final exam.
Knowledge: memorize, order, list.
Comprehension: locate, express, explain.
Application: practice, apply.
Analysis: categorize, compare/contrast.
Synthesis: arrange, organize.
Evaluation: assess, write, test.
●
Text, worksheets, online
vocabulary & grammar videos
Course Overview: Seventh graders will continue to build and expand their knowledge of the Spanish language, by continuing to build on their vocabulary and increase their
knowledge of grammar. All four components of being bilingual are practiced such as reading writing speaking and listening. Students are encouraged to speak Spanish whenever
possible. Text / Workbooks Used: ¡Avancemos! Level one by Holt McDougal
Goals & Objectives / Course Philosophy: Students continue to build and expand their sentences. They are taught to always ask and answer questions in complete Spanish
sentences with correct pronunciation and grammar usage.
Assessment: Classwork and homework will be assigned weekly. They will also take vocabulary quizzes, chapter tests, final exams and participate in small and larger scale
individual and group projects. 82
GRADE: 7
DATE
September
•
•
•
•
•
•
•
•
SUBJECT: Latin
CONTENT/THEME
SKILLS
Theme: Introducing the concept of
an inflected language
Students are introduced to the
basic ways that Latin differs from
English
concept of inflected endings
review of english grammatical
terms such as subject, object,
indirect object
introduction to the 5 latin cases
and their uses-- nominative,
genitive, dative, accusative,
ablative
practicing case usage using
english examples to reinforce
understanding
introduction to roman culture and
why study latin
chapter 1 vocabulary
•
•
•
•
Synthesis: Analyze, arrange,
categorize, compare, contrast,
examine
Application: Employ, illustrate,
practice, write
Understanding: discuss, explain,
identify, report, restate, translate
Knowledge: list, memorize, relate,
repeat, state
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
Textbook Chapter 1
Case usage presentation-- each
student presents on one case
SATOR AREPO square and
ROMA/AMOR inscriptions
Roman emperor project-presentation, paragraph, and
roman symbol created by each
student for their chosen emperor.
83
October
•
•
•
•
•
•
•
November
•
•
•
•
•
December
•
•
•
•
•
•
•
Theme: Basics of Latin Parts of
Speech I: 1st and 2nd declension
nouns and adjectives
Students memorize the endings of
1st and 2nd declension nouns
concept of grammatical gender-masculine, feminine, neuter
students become familiar with 1st2nd declension adjective endings
making adjectives agree with
nouns based on grammatical
gender
learning 1st declension
"exceptions to the rule"
chapter 2 vocabulary
Theme: The present system of
Latin verbs
students learn how to conjugate
first conjugation verbs in the
present, imperfect, and future
tenses
chapter 3 vocabulary
introduction to prepositions-- in
and ad + accusative and in and
cum and de + ablative
translating full sentences looking
for subject and verb
Theme: Determining context-translating paragraphs
students practice translating larger
paragraphs
introduction to the Aeneid and the
trojan war
the irregular verb sum
practicing cumulative vocabulary
skills-- determining the declension
of nouns from their dictionary
entry
increasing speed of translation
proper Latin sentence word order
(very different from English)
•
•
•
•
Synthesis: Arrange, organize, set
up
Application: apply, question, test
Understanding: Classify, interpret,
use
Knowledge: Arrange, duplicate,
label, memorize, arrange, order,
name, repeat
•
•
•
•
•
•
•
•
•
Analysis: Categorize, compare,
contrast, differentiate
Application: Apply, choose,
practice, solve, use
Knowledge: Memorize, recall,
reproduce
•
•
•
•
•
•
•
Synthesis: prepare, set up
Application: practice, use, write
Understanding: Recognize, review
•
•
•
Memorizing and performing the
"Latin Endings song"
Textbook chapter 2
Noun/verb endings basketball
relay
Youtube videos on noun
declension
(https://m.youtube.com/watch?v=
9kUxUV7R3vc , etc.)
audio of reconstructed oral Latin
Roman curse tablets (Halloween
activity)
Verb ending internet jeopardy (
created by me and posted online
for student practice at
quia.com/istamulier)
verb ending group speed drills
VINCO (latin bingo that acts as
practice for
generating/recognizing verb
forms)
textbook chapter 3
Saturnalia day (Roman
equivalent/precursor of
Christmas)-- Roman food, festival
activities
vocabulary board relay game to
practice cumulative vocab
memorization
Abridged version of the Aeneid-translating the story of Dido,
queen of Carthage
84
January
•
•
•
•
•
•
February
•
•
•
•
•
March
•
•
•
•
•
•
Theme: Putting it all together-synthesis of first semester
materials
review for midterm exam
prepositions 2: ex, propter, contra,
apud, sine, etc.
ablative of means, ablative of
manner, dative of
advantage/disadvantage
introduction to Roman mythology
Chapter 4 vocabulary
•
•
•
Synthesis: Arrange, compose,
differentiate
Application: write
Understanding: Classify, describe,
discuss, restate, review, translate
•
•
•
•
Theme: Introduction to the
National Latin Exam
Students will learn the
cultural/mythological portions of
the NLE
Recognizing 2nd through 4th
declension verbs--a pre Latin 2
overview
English and Spanish
derivatives/etymologies
The perfect system of 1st
conjugation verbs-- perfect,
pluperfect, and future perfect
active tenses
•
Theme: Focus on case usage
Advanced uses of the dative,
genitive, and ablative-- double
dative construction, dative of
reference, ablative of separation,
ablative of origin, dative with
compound verbs
Students take the National Latin
Exam
Introduction to 3rd declension
nouns
Roman authors
Chapter 5 vocabulary
•
•
•
•
•
•
•
Evaluation: choose, compare,
select, evaluate
Synthesis: arrange, assemble, set
up
Application: demonstrate, use,
write
Understanding: classify, identify,
restate, review, translate
•
Evaluation: argue, compare,
evaluate
Analysis: Analyze, compare,
contrast
Application: illustrate
Understanding: report, restate
•
•
•
•
•
Midterm review packets
Textbook chapter 4
Roman god/goddess
presentation/report-- each student
assigned a god/goddess
Preposition illustration project
(based on, e.g.,
https://www.pinterest.com/pin/536
069161869493650/)
Students will make their own class
"NLE review book"
Etymology project-- finding 10
words that come from the Latin in
English/Spanish
perfect tense system jeopardy
Roman author report (Latin
paragraph composed on assigned
author)
Textbook Chapter 5
Roman mythology project due
85
April
•
Theme: Advanced Verb Topics:
The imperative mood, the passive
voice, review of all tenses
Singular and plural imperatives
Passive voice endings for the
present system
Compound verb forms of the
perfect passive system (e.g.
vocatus sum vs vocatus eram)
Chapter 6 vocabulary
•
•
•
Theme: Building a foundation for
Latin Two
Further exposure to 3rd declension
nouns
3rd declension adjectives--I-stem
vs regular
2nd conjugation verbs--full
synopsis
Roman society-- social class,
gender, and ethnicity in the
Roman Empire
Final case uses--partitive genitive,
dative of the possessor, ablative of
personal agent with the passive
voice
Chapter 7 vocabulary
•
•
•
•
Theme: Final Review
Final exam review
Introduction to next year's Latin
Chapter 8 vocabulary
•
•
•
•
•
May
•
•
•
•
•
•
June
•
•
•
•
Evaluation: assess,select, support,
evaluate
Synthesis: compose, create,
design, organize, prepare, set up
Application: dramatize
•
•
•
•
•
•
•
•
•
•
Evaluation: defend, judge,
evaluate
Synthesis: compose, design,
develop, organize, plan
Application: interpret, dramatize,
write
Evaluation: value, assess, judge,
select
Synthesis: arrange, assemble,
collect, compose, question, test
Application: schedule, use,
choose, write
Knowledge: arrange, duplicate,
label, list, memorize, recall,
translate
•
•
•
Full verb synopsis jeopardy
"Flagitatio" recitation-- students
will compose and perform their on
version of the roman social ritual
of "flagitatio" to practice
generating and using imperative
verb forms
Textbook chapter 6
Noun basketball relay-- now using
all three declensions
Roman society project-- students
will translate and present in pairs
on passages from Latin literature
that illustrate Roman social mores
Skit-- students will create and
perform a short Latin skit
recreating the Roman
patronus/cliens relationship
Textbook chapter 7
Students will create and complete
their own "final review
workbook" as a class.
Latin prose composition-- what I
learned about the Romans (based
on theme-- language, culture,
mythology, influence on today,
etc.)
Textbook chapter 8
86
Course Overview: 7th grade Latin is designed to cover slightly less than half of Jenney's First Year Latin introductory Latin textbook (Chapters 1-8 in the new version, 1-12 in the
boys' old version). In addition to mastering the basics of Latin grammar and syntax (forming/recognizing all parts of speech, understanding Latin case usage, translating Latin
sentences and short paragraphs) this course also introduces boys to the fundamentals of Ancient Roman culture and mythology-- especially those aspects necessary for
reading/understanding Latin texts. The class meets on Monday, Wednesday, and Friday. The general schedule is:
Monday-- lecture on new concepts
Wednesday-- group games/activities reviewing new concepts and homework
Friday-- cumulative review and longer-term student projects (paragraph translations, student presentations, etc.)
In addition to this Latin work, the boys will also further master their own English language through reinforcement of grammatical terms/concepts that are common to both Latin and
English-- e.g. what a gerund and gerundive is, what an indirect object is, how to diagram sentences, etc.
Text / Workbooks Used: Jenney's First Year Latin (supplemented by worksheets from Keller and Russell's Learn To Read Latin and the online resource "The Latin Library")
Goals & Objectives / Course Philosophy:
Goals/Objectives:
By the end of 7th grade Latin students will be able to:
1) Conjugate 1st conjugation verbs in all indicative and imperative forms (present, imperfect, future, perfect, pluperfect, and future perfect; both active and passive)
2) Decline 1st and 2nd declension nouns and adjectives
3)Have the ability to roughly recognize 3rd declension nouns and 2nd through 4th conjugation verbs
4)Be able to articulate the plot and cultural significance of the Latin epic poem The Aeneid and have read substantial portions of this epic's abridged prose version in Latin
5)Be able to translate Latin sentences and short paragraphs; and in doing so be able to articulate what case each noun/adjective is and what case usage is being employed
6)Have an understanding of the fundamental ways Latin differs from English; and how English grammar is based on Latin
7)Enlarge their vocabulary/understanding of English grammatical terms
8)Have 8 units of vocabulary memorized, and know how to look up unknown words and determine their declension/conjugation from the dictionary entry
9)Have a basic familiarity with Roman politics and mythology, and more extensive knowledge of their assigned Roman emperor, author, and social issue
10) Be proud of themselves for having worked hard to master a language that is often challenging!
Assessment: The boys have weekly short quizzes (or semi-weekly long quizzes depending on the unit). They have longer exams once every 6 weeks, and one midterm and one
final. Their grade will be comprised of approximately 30% class participation, 20% projects, 35% quizzes, and 15% cumulative exams.
87
GRADE 8
88
GRADE: 8
DATE
September
SUBJECT: English
CONTENT/THEME
•
•
•
•
•
Literature:
“I Just Kept on Smiling,” by
Simon Burt
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
SKILLS
•
•
•
October
•
•
•
•
•
•
Literature:
“The White Circle,” by John
Bell Clayton
“The Captives,” by Stephen
Vincent Benet
Writing
Vocabulary
The Timeline History of the
English Language
•
•
•
•
Understanding: Cite the textual
evidence that most strongly
supports an analysis of what the
text says explicitly as well as
inferences drawn from the text.
Understanding: Determine a
theme or central idea of a text and
analyze its development over the
course of the text, including its
relationship to the characters,
setting, and plot; provide an
objective summary of the text.
Analysis: Analyze how particular
lines of dialogue or incidents in a
story or drama propel the action,
reveal aspects of a character, or
provoke a decision.
Understanding: Determine the
meaning of words and phrases as
they are used in a text, including
figurative and connotative
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts. .
Analysis: Write arguments to
support claims with clear reasons
and relevant evidence.
Knowledge: Learn the history of
the English language.
Understanding: Word origins and
how the meanings of words
change over time.
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay on “I
Just Kept on Smiling” (first
draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay
(second draft and final draft).
Building vocabulary through
Greek and Latin roots
(workbook)
89
November
•
•
•
•
•
•
Literature:
“The Tell-Tale Heart,” by Edgar
Allan Poe
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
•
•
•
December
•
•
•
•
•
•
Literature:
The Red Pony, by John Steinbeck
Writing
Vocabulary
Oxford English Dictionary
Learning Prefixes
•
•
•
•
January
•
•
•
•
•
Literature:
Shakespeare’s Comedy of Errors
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
•
Application: Write
informative/explanatory texts to
examine a topic and convey
ideas, concepts, and information
through the selection,
organization, and analysis of
relevant content.
Application: Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
Knowledge: Learn how to use the
dictionary.
Knowledge: Learn about the
kinds of information you can find
in a dictionary.
Knowledge: Memorize the
meanings of prefixes.
Application: With some guidance
and support from peers and
adults, develop and strengthen
writing as needed by planning,
revising, editing rewriting, or
trying a new approach, focusing
on how well purpose and
audience have been addressed.
Synthesis: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Understanding: Learn how words
are formed through the
combination of prefixes and Latin
and Greek roots.
Application: Learn how to guess
at the meanings of words through
knowledge of prefixes and roots.
Application: Engage effectively
in a range of collaborative
discussions (one-on-one), in
groups, and teacher-led) with
diverse partners on grade 8
topics, texts, and issues, building
•
•
•
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay (first
draft).
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay
(second draft and final draft).
90
•
•
•
February
•
•
•
•
•
Literature:
Shakespeare’s Comedy of Errors
and Sonnets
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
•
•
•
March
•
•
•
•
•
Literature:
Performing Shakespeare, from
page to stage
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
•
•
•
•
•
on others’ ideas and expressing
their own clearly.
Analysis: Analyze the purpose of
information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and
evaluate the motives (e.g., social,
commercial, political) behind its
presentation.
Knowledge: Learn about poetic
meter and the iambic pentameter.
Knowledge: Learn about
Shakespeare’s theater, his life and
Elizabethan history.
Analysis: Delineate a speaker’s
argument and specific claims,
evaluating the sound- ness of the
reasoning and relevance and
sufficiency of the evidence and
identifying when irrelevant
evidence is introduced.
Application: Present claims and
findings, emphasizing salient
points in a focused, coherent
manner with relevant evidence,
sound valid reasoning, and wellchosen details; use appropriate
eye contact, adequate volume,
and clear pronunciation.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills
Knowledge: Learn how to
perform and put on a play.
Knowledge: Learn about different
ways of performing
Shakespeare’s plays.
Knowledge: Memorize a
Shakespearean speech or sonnet.
Application: Perform a speech or
a scene from a Shakespeare play.
•
Building vocabulary through
Greek and Latin roots
(workbook)
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
91
April
•
•
•
•
•
Literature:
Adventures of Huckleberry Finn,
by Mark Twain
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
•
•
•
May
•
•
•
•
•
•
Literature:
Poetry (various authors)
Writing
Vocabulary
Vocabulary from Latin and Greek
Roots III
Test Taking
•
•
•
•
•
June
•
•
•
•
Literature:
“The Mysteries of the Cabala,”
by Isaac Bashevis Singer
Writing
Vocabulary
•
Application: Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated or
appropriate.
Understanding: Determine or
clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade 8 reading
and content, choosing flexibly
from a range of strategies.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
•
•
•
Knowledge/Application: Acquire
and use accurately gradeappropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
Evaluation: Students compare,
contrast and test their views (and
those of their peers) with/against
those expressed by the authors
they read.
Knowledge: Learn the meanings
of Greek and Latin roots through
memorization and drills.
Knowledge: Learn test-taking
skills.
Application: Apply test-taking
skills.
Understanding: Determine or
clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade 8 reading
•
•
•
•
•
•
•
•
•
Reading
Discussions
Writing: Note taking, short
answers, long answers.
Building vocabulary through
Greek and Latin roots
(workbook)
Performing
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
Building vocabulary through
Greek and Latin roots
(workbook)
Reading
Discussions
Writing: Note taking, short
answers, long answers,
persuasive/analytical essay.
92
•
Vocabulary from Latin and Greek
Roots III
•
and content, choosing flexibly
from a range of strategies.
Application: Acquire and use
accurately grade-appropriate
general academic and domainspecific words and phrases,
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
•
Building vocabulary through
Greek and Latin roots
(workbook)
Course Overview: The curriculum (or what is taught) is secondary to how it is taught. Hence, what the students learn is not so much information but how to process information
in a thoughtful, critical manner. This requires both patience and practice. The process of interpreting texts (through close reading techniques) is reinforced through repetition. The
seminar format for discussions is based on the Junior Great Books Program (with a few modifications).
Text / Workbooks Used: Short Stories (from the Junior Great Books Program), Plays, Novels and Poems. Vocabulary from Latin and Greek Roots (workbook). The Oxford
English Dictionary.
Goals & Objectives / Course Philosophy: The English course stresses the enjoyment of literature for its own sake. At the same time, it develops comprehension, critical thinking,
and oral and written language skills. Students (through class discussions) work together to enlarge their understanding of what they read. Moreover, they acquire a sense of
confidence in their ability to figure out for themselves whatever at first seems puzzling or too difficult. As the year progresses, I look forward to seeing students become better able
to raise thoughtful questions, offer reasons for their opinions, and listen to others’ ideas.
Assessment: 25% Quizzes and Tests, 25% Writing and Projects, 25% Homework, and 25 % Participation
93
GRADE: 8
DATE
September
Subject: Math
CONTENT/THEME
•
•
•
Like Terms
FOIL
1 variable solving
SKILLS
•
•
•
•
•
•
October
•
•
2 variables, 2 equations
words into equations
•
•
•
•
•
November
•
•
1D graphing review
Graphing linear equations
•
•
•
•
Evaluation: predict, select, evaluate
Synthesis, arrange, construct,
design, formulate, set up
Analysis: calculate, categorize,
compare, contrast, differentiate,
discriminate, distinguish
Application: apply, choose,
demonstrate, illustrate, interpret,
practice, sketch, solve
Understanding/comprehension:
classify, identify, indicate, locate,
recognize, select
Knowledge: arrange, define,
duplicate, list, order, recognize,
relate, reproduce
Synthesis: arrange, compose,
construct, organize, set up
Analysis: calculate, categorize, test
Application: apply, employ,
interpret, sketch, solve, use
Understanding/comprehension:
classify, describe, express, identify,
restate, translate
Knowledge: arrange, define, list,,
order, recognize, repeat
Evaluation: predict, select
Synthesis: arrange, construct,
design, organize, write
Analysis: calculate, categorize,
contrast, differentiate, examine
Application: apply, choose,
demonstrate, employ, illustrate,
interpret, practice, sketch, solve,
write
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
Combining “animals”
worksheets
Drawing “rainbows” to distribute
Balancing and lining up
equations on the board and on
paper
Worksheets for specific
components, textbook problems
for reinforcement
Ticket and mixture word
problems, emphasizing “real
life” examples
Worksheets for specific
components, textbook problems
for reinforcement
“Simon Says” kinesthetic
association of slope
Worksheets for specific
components, textbook problems
for reinforcement
94
•
•
December
•
•
Graphing linear equations
Graphing linear inequalities
•
•
•
•
•
•
January
•
•
Factoring
Algebraic fractions
•
•
•
•
•
February
•
•
Radicals
Completing the square
•
•
•
•
Understanding/comprehension:
classify, express, identify, restate,
translate, review
Knowledge: arrange, duplicate, list,
order, repeat, reproduce
Evaluation: predict, select
Synthesis: arrange, construct,
design, organize, write
Analysis: calculate, categorize,
contrast, differentiate, examine
Application: apply, choose,
demonstrate, employ, illustrate,
interpret, practice, sketch, solve,
write
Understanding/comprehension:
classify, express, identify, restate,
translate
Knowledge: arrange, duplicate, list,
order, repeat, reproduce
Synthesis: arrange, collect,
formulate, manage, organize,
prepare, set up
Analysis: analyze, calculate,
categorize, compare, differentiate,
distinguish, examine
Application: apply, choose,
employ, practice, solve, use
Understanding/comprehension:
express, identify, indicate, locate,
recognize, restate, review
Knowledge: arrange, duplicate, list,
order, recognize, relate, repeat,
reproduce
Evaluation: predict
Synthesis: arrange, formulate,
organize, set up
Analysis: calculate, compare,
differentiate, examine, question,
test
Application: apply, choose,
demonstrate, employ, practice,
solve
•
•
•
•
•
•
Take-home graded problem set
for students to work at their own
pace and budget their time
Adding color for shading
Worksheets for specific
components, textbook problems
for reinforcement
Making a process and order for
identification and solutions to
different kinds of factoring
Worksheets for specific
components, textbook problems
for reinforcement
Worksheets for specific
components, textbook problems
for reinforcement
95
•
•
March
•
•
Completing the square
Quadratic formula
•
•
•
•
•
•
April
•
•
Graphing parabolas
Quadratic word problems
•
•
•
•
•
•
May
•
First derivative
•
•
•
Understanding/comprehension:
classify, express, identify,
recognize, restate select, translate
Knowledge: arrange, duplicate, list,
order, recognize, recall, repeat,
reproduce
Evaluation: appraise, judge,
predict, support
Synthesis: arrange, collect,
formulate, organize, set up
Analysis: calculate, categorize,
discriminate, distinguish,
experiment, question, test
Application: apply, choose,
employ, practice, solve, use
Understanding/comprehension:
classify, express, identify, locate,
recognize, restate, select
Knowledge: arrange, duplicate,
label, order, recognize, repeat,
reproduce
Evaluation: assess, predict, select,
support
Synthesis: arrange, assemble,
construct, develop, formulate,
organize,
Analysis: analyze, calculate,
categorize, compare, contrast,
differentiate, distinguish
Application: apply, choose,
employ, illustrate, interpret,
practice, sketch, solve, use
Understanding/comprehension:
express, identify, locate, recognize,
restate, review, select
Knowledge: arrange, label, list,
order, recognize, repeat, reproduce
Evaluate: appraise, predict
Synthesis: construct, formulate,
organize, set up
Analysis: calculate, compare,
contrast, differentiate, distinguish,
examine, test
•
•
“Square Dance” take-home
problem set
Worksheets for specific
components, textbook problems
for reinforcement
•
•
Parabola “calisthenics”
Textbook problems for
reinforcement
•
“Parabolizer” problem set: graph
equation and first variable on
same coordinate plane to see
correlation graphically
Worksheets for specific
components, textbook problems
for reinforcement
•
96
•
•
•
June
•
•
Experiments
Final
•
•
•
•
•
•
Application: apply, choose,
illustrate, sketch, solve, use
Understanding/comprehension:
identify, indicate, recognize,
translate
Knowledge: arrange, duplicate,
memorize, order, recognize, repeat,
reproduce
Evaluation: assess, defend
estimate, predict, select
Synthesis: arrange, assemble,
collect, formulate, manage,
organize, plan, set up
Analysis: analyze, calculate,
categorize, compare, contrast,
criticize, differentiate, examine,
experiment, question, test
Application: apply, choose,
demonstrate, employ, practice,
sketch, solve, use
Understanding/comprehension:
classify, identify, indicate, locate,
recognize, restate, review, select
Knowledge: arrange, define,
duplicate, label, list, memorize,
order, recognize, recall, repeat,
reproduce
•
•
“Real-life” data collection
experiments from “Algebra
Experiments” book; data
gatherings and simple best-fit
regression
Review, emphasizing
connections between topics
Course Overview:
A thorough first-year algebra course, with the goal of students being able to pass out of a year of first-year high school algebra. Simple calculus added for exposure and enhanced
understanding.
Text / Workbooks Used:
Larson, Ron et al, Algebra 1, California. Boston: McDougal Littell, 2007
Laycock, Mary and Smart, Margaret, Solid Sense in Mathematics: Problem Solving Level 1, Hayward: Activity Resources Company, Inc., 1993
Laycock, Mary and Smart, Margaret, Solid Sense in Mathematics: Problem Solving Level 3, Hayward: Activity Resources Company, Inc., 1993
Winter, Mary Jean and Carlson, Ronald J, Algebra Experiments I—Exploring Linear Functions, New York: Dal Seymour Publications, 1993
Winter, Mary Jean and Carlson, Ronald J, Algebra Experiments II—Exploring Nonlinear Functions, New York: Dal Seymour Publications, 1993
Custom-made worksheets
Goals & Objectives / Course Philosophy:
Students build upon what they learned in seventh grade, and are asked to think in (abstract) ways they may not have done before. Show interdependence of algebraic concepts.
Make sure they have the tools they need to succeed in high school math, including patching up any holes from past years so graduates represent PBA’s math program well.
Demonstrate an enthusiasm for the subject to make it more accessible and less intimidating to those for whom it is not their best subject.
97
Regular arithmetic quizzes (no calculators) to keep those skills sharp. Students are encouraged to ask questions in class— the class discussions are an important part of how things
get learned, and are an opportunity to take initiative in their math education.
Assessment:
In-class tests at the end of every unit, take-home problem sets for longer tests. In-class, on-the-fly individual problem corrections by the teacher for immediate feedback. Biweekly
20-minute arithmetic quizzes, worth 0.5 of a test grade.
98
GRADE: 8
DATE
September
SUBJECT: Physical Science
CONTENT/THEME
Density Lab Report
Pressure and the Buoyant Force
Sinking & Floating
•
•
•
•
•
•
Motion& Forces
Speed, Velocity & Acceleration
Graphing Motion
•
•
•
•
Knowledge: list, recognize
Understand: describe, explain
Analysis: calculate,
compare/contrast
Evaluation: assess, support
Knowledge: label ,order
Understand: explain
Application: practice
November
•
•
•
•
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
December
•
•
•
•
•
•
•
Forces
Combining Forces
Types of Forces
Unbalanced Forces &
Acceleration
Structure of Matter
Understanding the Atom
Discovering parts of Atom
Elements, Isotopes and Ions
Combining Atoms and Molecules
How Atoms form compounds
Forming solids
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
•
Application: analyze, categorize,
examine
Synthesis: arrange, assemble
•
•
•
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
Application: illustrate, interpret
October
January
February
•
•
•
SKILLS
March
•
•
•
•
April
•
•
•
•
States of Matter
Solid, Liquid, Gases
Changes in States of Matter
Periodic Table and Physical
Properties
Organization of Periodic Table
Isotopes and Radioactivity
Physical Properties and Changes
Chemical Interactions
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
See: IPS Text
•
•
•
•
•
•
•
•
•
•
Gram scale, graduated cylinder,
objects,
Creating data tables
Writing research lab report
Graph paper/possibly graphing
calculators
Drop items/time
Stopwatches
Model cars, acceleration tracks
Stopwatches
High speed particle acceleration
videos
Lab on atomic structure
•
•
•
•
•
•
•
•
•
Basic chemistry
Gels
Polyurethane Demo Kit
•
Worksheets on chemicals
Liquid Nitrogen
Marbles in Beaker
Styrofoam matter
Periodic table demonstration
Radioactivity lab (Geiger counter
& samples)
99
May
•
•
•
Chemical reactions
Chemical properties changes
Chemical equations
•
•
Analysis: calculate, compare
Synthesis: Arrange, construct,
design
•
Chemical demo experiments
•
•
Chemical equations problems
Acids & Bases in Solution;
Neutral Solutions
Chemistry of Living things
Chemistry of Life/Carbon
Compounds
Search for extraterrestrial life
Earth in space
Wrap up Earth Science Year!
•
•
•
Knowledge: recognize
Understanding: locate, review
Application: illustrate, practice
•
•
Lab on acids, basis
Carbon compounds
•
•
June
•
•
•
Knowledge
Understanding
Application
Analysis
Synthesis
Review sheets/practice tests
Course Overview: Physical Science this year will focus on Motion / Forces, the structure of matter, chemical interactions
Text / Workbooks Used: Focus on Physical Science: California Grade 8 Edition. New York: McGraw Hill/Glencoe, 2007, ISBN: 10-0-07-879440-4
Goals & Objectives: One of the main objectives in this course is to provide students with a basic understanding of physical interactions via laboratory experiments. Students will
actively use laboratory equipment to determine the essential nature of substances. Careful record keeping of each activity will add to the general understanding of matter.
Assessment: Grading is on a point basis—how much out of 100% under the following breakdown—Homework = 20%, Quizzes = 30%, Participation = 20%, Projects/Lab
Investigations = 30%
100
GRADE: 8
DATE
September
SUBJECT: History
CONTENT/THEME
•
U.S. History: Prehistory-1550
SKILLS
•
•
•
•
•
•
•
•
October
•
U.S. History: 1492-1752
•
•
•
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
Knowledge: Learn how American
Indians may have come to North
America.
Understand: Understand the
process by which different
American Indian groups and
cultures developed.
Knowledge: Learn about the
conditions in Europe in the 15th
century.
Analysis: Analyze how the
changes taking place in Europe
affected the inhabitants.
Understand: Understand the roots
of the system of slavery practiced
in the Americas.
Understand: Understand the goals
of Christopher Columbus.
Analysis: Analyze the effects of
European contact with the people
of America.
Application: Explain the
consequences of Columbus’
journey to the Americas.
•
Knowledge: Learn about Spanish
explorers “achievements.”
Evaluation: Evaluate the causes
and effects of Spanish imperial
policies in the American
Southwest.
Knowledge: Learn how the fur
trade affected the French and the
Indians in North America.
•
•
•
•
•
Reading primary and secondary
sources
Discussions
Written responses
Reading primary and secondary
sources
Discussions
Written responses
101
•
•
•
•
November
•
U.S. History: 1607-1756
•
•
•
•
December
•
U.S. History: 1607-1756
(continued)
•
Knowledge: Learn how
Jamestown was settled, why the
colony struggled, and how it
survived.
Understand: Understand why the
Pilgrims left England and why
they signed the Mayflower
Compact.
Analysis: Analyze the
relationship between New
Englanders and Native
Americans.
Knowledge: Learn about William
Penn’s relationship with Indians
in Pennsylvania.
Knowledge: Learn how European
immigration to the colonies
changed between the late 1600s
and 1700s.
Analysis: Analyze the
development of slavery in the
colonies.
Knowledge: Learn about the
experiences of enslaved Africans
in the colonies.
Application: Theatrically explore
early American voices (including
Christopher Columbus, William
Penn, William Bradford,
Benjamin Franklin, Jonathan
Edwards, Olaudah Equiano and
Canasatego) that students have
read and discussed. Represent
historical figures on stage in a
sympathetic yet critical manner:
showing both an understanding of
their viewpoints and their
respective limitations.
Understand: Understand the
impact of geography on the
economies of the New England,
Middle, and Southern colonies.
•
•
•
•
•
•
•
Reading primary and secondary
sources
Discussions
Written responses
Performance
Reading primary and secondary
sources
Discussions
Written responses
102
•
•
•
January
•
U.S. History: 1765-1783
•
•
•
•
•
•
February
•
U.S. History: 1781-1789
•
•
March
•
U.S. History: 1789-1816
•
•
Analysis: Compare and contrast
differences in the social structure
of the three major colonies.
Understand: Understand the
causes and major events of the
French and Indian War.
Knowledge: Learn how the wars
and their outcomes changed the
relationship between Britain and
the colonies.
Understand: Understand the
significance of the First
Continental Congress in 1774.
Analyze: Analyze how
newspapers and other printed
materials contributed to the
Patriot cause.
Understand: Understand why
fighting broke out to begin the
American Revolution, and the
response of the Second
Continental Congress
Analyze the impact of Thomas
Paine’s Common Sense.
Judge: Assess why Congress
declared independence and the
ideas underlying the Declaration
of Independence.
Determine the impact of the
American Revolution on other
countries.
Compare the Articles of
Confederation with the
Constitution.
Describe the compromises made
in order to reach agreement on
the two legal texts.
Knowledge: Describe the steps
Washington’s administration took
to build the federal government.
Understanding: Explain how a
two-party system emerged.
Understand the causes and effects
of the War of 1812.
•
•
•
Textbook: chapter 4
Zinn: chapters 4 & 5
Watch excerpts from HBO
miniseries John Adams. Take
notes and write a close reading
short essay of a scene.
•
•
Textbook: chapter 5
Read the Constitution and the
Articles of Confederation, along
with key interpretations of the
Constitution by Supreme Court
justices in key cases.
Textbook: chapters 6 & 7
Optional: Zinn, chapters 6 & 7
Analyze rhetorical devices of
American political speeches and
debates.
•
•
•
103
•
April
•
U.S. History: 1812-1855
•
•
•
•
•
May
•
U.S. History: 1846-1861
•
•
•
•
June
•
•
Analysis: Analyze how the
political parties’ debates over
foreign policy further divided
them. Analyze Jefferson’s foreign
policies.
Knowledge: Be able to define
nullification and tariffs.
Understand the effects of the
Industrial Revolution on
American society, and their
relation to Reformism,
Transcendentalism and Manifest
Destiny.
Analyze how industrialization
exacerbated divisions between
North and South.
Describe the impact of the
American System.
Evaluate Jackson’s decision to
relocate Native Americans.
Knowledge: Be able to describe
the causes, turning points, and
effects of the Civil War.
Synthesis: Contrast the political
and military strategies of the
North and South.
Analysis: Analyze the rhetoric of
Northern and Southern politicians
regarding slavery. Debate the
effectiveness of the various
proposals for Reconstruction.
Judgment: Propose your own
Reconstruction plan. Class votes
on the best plan.
Summarize: Summarize the key
events of early American history,
and describe what it means to be
‘American.’
•
•
•
Textbook: chapters 8 & 9
Zinn: chapters 8 & 9
Group presentation on a reform
or related movement—its goals,
methods, and legacy.
•
Textbook: chapters 10, 11, & 12
(condensed)
Zinn: chapter 10
“Term Paper” Jr. Write a term
paper about your favorite topic
from the semester: early
America’s impact on the RoW
(Rest of the World), using
excerpts from de Toqueville’s
Democracy in America; the
question of Indian Removal,
using Jackson’s speech to
Congress proposing the “Trail of
Tears”; the question of whether
the Civil War was “about”
slavery or about taxation, using
excerpts from the textbook and
Howard Zinn’s People’s History
of the United States; or another
proposed topic.
Term paper, cont’d from May. Inclass final exam: write an essay,
in 3 hours, about what it means to
be American.
•
•
•
104
Course Overview: The curriculum is broken down chronologically (dealing with different periods in American History). Students are introduced to the various forms of
observation and analysis that make up historical study, and have frequent opportunities to test their understanding of these methods by analyzing primary sources that interest them.
Students also discuss current events in relation to the materials and concepts they are studying.
Text / Workbooks Used: Prentice Hall, United States History. 2008.
Goals & Objectives / Course Philosophy: Students practice close reading, note-taking, and short essay writing. Emphasis falls on acquiring skills rather than digesting content—
on giving students the tools to analyze and conceptualize the unfamiliar, rather than exclusively testing their memorization ability.
Assessment: Projects, Essays & Tests: 50%; Homework: 30%; In-class participation: 20%. Grading is absolute, but tests are curved when necessary.
105
GRADES: 4 - 8
DATE
September
SUBJECT: Physical Education
CONTENT/THEME
•
•
•
Tag and Cooperative Games
Flag Belt Games
Swimming
SKILLS
Tag and Cooperative Games
•
•
•
•
Safe Tagging
Safe Running
Verbal Communication
•
•
•
•
•
Problem Solving
Strategizing
Evasion
Following Directions
Using Equipment Properly
To develop cooperation and
teamwork
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
•
Person From Mars
Castle Ball
Capture the Flag
Cones Conquest
Warlord
Ditch
Giants Wizards Elves
QTR Football
Swimming
• Water Safety
• Learn four competitive strokes for
swimming.
October
•
•
•
Speedball
Soccer
Swimming
Soccer & Speedball:
•
•
Developmental Goal: To develop
eye-foot coordination, teamwork,
verbal communication and
strategic thinking.
Skills Practiced: Running, spatial
awareness, kicking, peripheral
vision and endurance
Swimming:
•
Water Safety Learn four
competitive strokes for swimming
Soccer
• Soccer, Crab Soccer, Crossfire
Soccer, Keep Away , Soccer
Knock-Down , Monkey Soccer,
Steal the Bacon , Wide Goal
Soccer, World Cup Soccer,
Speedball, Soccer Tournament,
Speedball Tournament
106
November
•
•
•
Soccer
Hockey
Swimming
Soccer
• See above
Hockey
• Developmental Goal: To develop
hand eye coordination, teamwork,
verbal communication, and strategic
thinking.
• Skills Practiced: Grip, Dribble, Pass,
Wristshot , Slapshot, Formations,
Goalie , Skills, Game Strategy
•
Hockey
• See above
December
•
Hockey
January
•
Football
Football:
• Developmental Goal: To develop
leadership, teamwork, verbal
communication, eye-hand
coordination and depth perception.
• Skills Practiced: Agility,
pivoting, spatial awareness,
throwing, catching, running,
evasion and endurance.
Football:
• Flag Football, Flag Fake Out ,
Interception, Red Light, Green
Light Football, Trivia Football,
Twenty-One Football, Ultimate
Football
February
•
Football
March
•
Lacrosse
Football
• See above
Lacrosse:
• Ultimate Lax, Thunder Dome, Fox
and Farmer, Lacrosse Tournament,
Keep away, Partner Pass, Line
Drills.
April
•
Basketball
May
•
Dodgeball
Football
• See above
Lacrosse:
• Developmental Goal: To develop
hand eye coordination, teamwork,
verbal communication, and strategic
thinking.
• Skills Practiced: Cradle, Scoop,
Catch, Throw, Shoot, Goal-tend,
basic strategy, Dodge.
Basketball
• Developmental Goal: To develop
leadership, teamwork, and eye-hand
coordination.
• Skills Practiced: Passing, catching,
pivoting, peripheral vision, running,
endurance and pacing.
Dodgeball
• Developmental Goal: teamwork and
eye-hand coordination
•
Hockey: Marbles, Battle dome,
Steal the bacon, five alive, Hockey
tournament, partner pass, line drills,
keep away, hockey scrimmage.
•
See above
Basketball:
• Steal the Bacon, Around the world,
21, Horse, Line Drills, Knockout,
Medic Basketball, Pass and Move.
Dodgeball:
• Dodgeball, Medic, Bombardment,
Circle Dodgeball, Ga Ga Ball, Job
107
•
June
•
Dodgeball
•
.Skills Practiced: Throwing,
catching, running, evasion, agility and
body and spatial awareness .
See above.
Dodgeball, Nation ball, Tunnel Ball,
Bring Down the House.
•
See above.
108
GRADE: 8
SUBJECT: Spanish
DATE
CONTENT/THEME
SKILLS
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
September
●
●
Review -ar, -er, -ir verb
conjugations, weather
expressions, expressions with
tener, interrogative words, ser &
estar, ir, stem changing verbs,
months, days, numbers,
possessive adjectives. Food and
places vocab.
●
●
●
●
●
Knowledge: define, compare,
memorize
Comprehension: classify,
identify, describe, express
Application: apply, create
Analysis: organize, contrast
Synthesis: assembly
Evaluation: decide, revise
●
Text p: 25-237, worksheets,
charting verbs on board, verbal
question & answer responses,
Spanish Jeopardy (quia), Spanish
labs, YouTube videos: Señor
Jordan, Señorita Clegg, Kimberly
Fauson. Text page 218-237
Knowledge: define, label,
duplicate, memorize
Comprehension: recognize,
explain, select
Application: choose, practice
Analysis: compare, contrast
Synthesis: arrange
Evaluation: compare
Knowledge: arrange, define,
memorize, order
Comprehension: classify,
express, recognize
Application: demonstrate,
employ, practice
Analysis: categorize, contrast,
distinguish
Synthesis: create, arrange
Evaluation: choose
●
Text p:248-267, Telehistorias,
worksheets, charting verbs on
board, conjuguemos.com,
grammar & culture videos,
Spanish labs, question answer
response exercises
●
Text p: 272-291, worksheets,
charting verbs on board, grammar
& culture videos,
conjuguemos.com, Spanish labs,
question answer response
exercises
October
November
●
●
Vocabulary: house & furniture,
review of Ser & Estar, ordinal
numbers, culture: Ecuador. Dia
de Los Muertos Presentations
Vocabulary: parties & events,
irregular verbs, affirmative tú,
recipe project, commands, acabar
de, readings. culture: Panama
●
●
●
●
●
●
●
●
●
●
●
●
109
December
January
●
●
Vocabulary: sports, culture:
Dominican Republic, saber &
cononcer.
Vocabulary: health & body parts,
-ar preterite tense, verbs like
gustar, culture: Latin American
sports, Travel essay. Study for
final.
●
●
●
●
●
●
●
●
●
●
●
February
March
●
●
Vocabulary: technology, culture:
Argentina, -er, -ir preterite verbs,
negative & affirmative words &
usages
Vocabulary: places, irregular
preterite verbs, prepositional
pronouns, culture: museums ●
●
●
●
●
●
●
●
●
●
●
April
●
Vocabulary: daily routines,
reflexive verbs, present
progressive, culture: Costa Rica
●
●
●
●
●
●
Knowledge:, memorize, label
Comprehension: identify,
recognize
Application: choose, demonstrate
Analysis: differentiate, contrast
Synthesis: create
Evaluation: choose, compare
Knowledge:, memorize,
duplicate, repeat
Comprehension: identify,
translate, describe, indicate
Application: choose,
demonstrate, apply, express
Analysis: differentiate,
categorize
Synthesis: create, construct,
compose, organize
Evaluation: choose
Knowledge: arrange, memorize,
recognize
Comprehension: classify,
express, identify
Application: choose, demonstrate
Analysis: differentiate
Synthesis: arrange, organize
Evaluation: choose, incorporate
Knowledge: define, duplicate,
memorize, recognize
Comprehension: classify,
identify, express
Application: choose,
demonstrate, practice
Analysis: categorize,
differentiate
Synthesis: arrange, construct
Evaluation: choose, evaluate
Knowledge: arrange, memorize,
recognize
Comprehension: describe, order
Application: apply, practice
Analysis: distinguish
●
Text p: 302-323, worksheets,
Telehistoria, charting verbs on
board, grammar & culture videos,
Spanish labs, question answer
response exercises
●
Text 326-345, worksheets,
charting verbs on board, writing,
vocabulary & grammar videos,
Spanish labs, question answer
response exercises
●
Text p: 356-375, Telehistoria,
worksheets, charting verbs on
board, writing, grammar &
culture videos, Spanish labs,
question answer response
exercises
●
Text p: 380-399, Telehistoria,
worksheets, charting verbs on
board, writing, reading, grammar
videos, Spanish labs, question
answer response exercises
●
Text p: 410-429, Telehistoria,
worksheets, charting verbs on
board, writing, reading, grammar
& culture videos, Spanish labs,
110
May
June
●
●
Vocabulary: hobbies &
souvenirs, DOPs & IOPs,
demonstrative adjectives,
imperfect tense, Country projects. Preterite versus imperfect. Study
for final.
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Synthesis: assemble, organize
Evaluation: assess
Knowledge: memorize, arrange,
recognize
Comprehension: identify, explain
Application: choose, demonstrate
Analysis: differentiate, question
Synthesis: arrange, construct
Evaluation: assess
Knowledge: list, recognize,
repeat
Comprehension: classify, explain
Application: choose, apply
Analysis: discriminate
Synthesis: arrange, create
Evaluation: select, assess
●
●
question answer response
exercises
Text p: 434-453, worksheets,
Telehistoria, charting verbs on
board, writing, reading, grammar
videos, conjuguemos.com,
Spanish labs, question answer
response exercises
Worksheets, conjuguemos.com,
grammar videos & exercises,
reviews
Course Overview: Students will continue to develop their understanding of the Spanish language and culture. They will broaden their use of vocabulary and grammar usage.
More culture will be introduced as well as completion of a country project. Text / Workbooks Used: Avancemos! (Level one) Holt McDougal
Goals & Objectives / Course Philosophy: Students will get exposure to a variety of learning styles such as reading, writing, speaking & listening. Some examples of these are: reading in
Spanish out loud as a class, verbal vocabulary & grammar drills, verb charting, basic conversation, writing workbook activities, short group or partner presentations, etc. Students will be taught from
the beginning to always answer questions in Spanish with complete sentences and correct pronunciation. Students will be exposed not only to the Spanish language, but also to the cultures found in both Spain and Latin America. For example, students will participate in an end of the year research project
where they study and present their findings to the class on a Spanish Speaking country of their choice. Students are encouraged to speak Spanish whenever possible in the classroom as well as at
home.
Assessment: class participation, reading, writing, speaking (question and answer exercises), listening labs, homework, tests and quizzes.
111
GRADE: 8
DATE
September
•
•
•
•
•
October
•
•
•
•
•
•
•
•
•
SUBJECT: Latin
CONTENT/THEME
SKILLS
Theme: Review and Remember
Review of Latin 7 material:
chapters 1-12 in Jenney (1-8 in
new edition)
Creating and completing review
sheets based on diagnostic exam
self-correction
Beginning discussion of how new
material will build on old-especially how 2nd conjugation
verbs conjugate identically to 1st
conjugation ones
Roman author project
Theme: The Third Declension
Third declension nouns of 1,2, and
3 terminations
I-Stem nouns
Third Declension Adjectives
I-Stem adjectives
Reviewing rules concerning the
neuter
Chapter 16 vocabulary
Latin Poetry (especially poetic
meter and Vergil)
Roman curse tablets
•
•
•
•
Synthesis: Arrange, compose,
differentiate
Application: write
Understanding: Classify, describe,
discuss, restate, review, translate
Evaluation: choose, evaluate,
argue
ACTIVITIES
(Projects, Labs, Demos, Trips,
Books, Units)
•
•
•
•
•
•
•
Synthesis: prepare, set up
Application: practice, use, write
Understanding: Recognize, review
•
•
•
•
•
•
Diagnostic exam (ungraded)
Student assignment-- correction of
diagnostic exam and review
worksheet based on each student's
specific weakness from Latin 7
Presentation on assigned Roman
author-- life, work, significance of
work, style of Latin text
Vocabulary exam on previous
year's vocabulary
Quiz on 3rd declension nouns
Quiz on 3rd declension adjectives
Chapter 16 vocabulary quiz
Latin poetry unit assignment:
Composing one's own Latin haiku
Roman curse tablet-- Latin prose
composition and cultural activity
for Halloween
Scanning Dactylic hexameter-recognizing long vs short Latin
vowels
112
November
•
•
•
•
•
December
•
•
•
•
•
January
•
•
•
•
Theme: New Verb Conjugations
2nd, 3rd, and 4th conjugation
verbs-- forming the present,
future, and imperfect tenses
Reviewing conjugation of the
perfect system-- perfect,
pluperfect, and future perfect-pointing out how this is the same
across conjugations.
The 3rd conjugation's I-stem
subcategory
Differences between forming the
future tenses between 1st/2nd vs
3rd/4th conjugations
•
Theme: Recognizing differences
between "new" and "old" verb
conjugations
Differentiated topic for advanced
students: participles and the
subjunctive mood-- recognizing
the three independent uses of the
subjunctive
Practicing full verb synopses for
ALL conjugations
Review of the imperative mood
and irregularities in the 3rd
conjugation plural imperative
Synthesizing all adjective
declensions-- differentiating
between identical-looking nouns
and verbs in particular
•
Theme: Reviewing and
synthesizing material of the first
half of the year
Review for midterm
Emphasis on practicing the
passive voice and associated
English grammatical topics
Uses of the genitive: Genitive of
specification, genitive of
description
•
•
Application: demonstrate, use,
write, report (recitation)
Understanding: restate, classify,
identify
Knowledge: label, list, memorize,
recall
•
•
•
•
•
•
Analysis: Categorize, compare,
contrast, differentiate
Evaluation: select, arrange,
compose
Knowledge: memorize, classify,
translate
•
•
•
•
•
•
Application: Apply, choose,
practice, solve, use
Knowledge: Review, recall, list,
label, arrange
•
•
•
•
Quiz on conjugating 3rd
conjugation verbs in the present,
imperfect, and future tenses
Recitation activity: each student
memorizing one line of the
Aeneid's proem and reciting it for
the class in correct Latin metrical
rhythm
Chapter 19 vocabulary quiz
In-Class Latin Jeopardy
competition
Participle worksheet-- practicing
going from English to Latin in
translations, not just Latin to
English.
Synopsis packet-- students must
generate 3 full verb synopses
(using 3 *different* conjugations
for each) to use as a review
reference later on
Quiz on vocabulary on P 219 of
textbook
"Io Saturnalia" class activity-creating Latin cards for Saturnalia,
the ancient Roman winter holiday
Review packet-- completing full
review packet for the midterm
Passive voice worksheet-recognizing the passive voice in
English vs in Latin
Number line creation-- illustrating
ordinal numerals in Latin
Midterm at the end of January
113
February
•
Cardinal and ordinal numerals in
Latin
•
Theme: Preparing for the National
Latin Exam
Demonstratives
Roman mythology/culture on the
NLE
Chapter 22 vocabulary
Roman religion prose composition
•
Theme: Pronouns, enclitics, and
conjunctions
Practicing adding stylistic "flair"
to one's Latin
composition/reading-- high vs low
style Latin
Differences between the
demonstratives is ea id, ille, illa,
illud, and hic haec hoc-- when to
use each
Declining all three demonstratives
Strategies for effective
memorization
•
Theme: Vocabulary Intensive
Vocab on P 255, 264, and 281 of
textbook
Personal and relative pronouns--special focus on qui, quae, quod
Case usages-- dative with
compound verbs, review of all 16
uses of the ablative in Jenney's
Expressions of time
•
•
•
•
•
March
•
•
•
•
•
April
•
•
•
•
•
•
Knowledge: Memorize, recall,
reproduce
Application: write
•
•
•
•
•
•
Quiz on chapter 22 vocabulary
Prose composition assignment:
creating a tablet to a Roman
god/goddess based on
archaeological research
Practice exam administration for
the NLE
Synthesis: Analyze, categorize,
compare, contrast, examine
Knowledge: memorize
•
•
•
Quiz on personal pronouns
Quiz on declining demonstratives
No other forms of evaluation,
since this is a LOT of
memorization
Application: Employ, illustrate,
practice, write
Understanding: restate, report
Application: write
•
•
Major, 3 chapter vocabulary exam
Quiz on declining relative
pronouns
Differentiated learning: open book
for some students
Case usage review sheet-- students
will create for homework, and
trade with classmates
•
•
114
May
•
•
•
•
June
•
•
•
•
Theme: Case usage, deponent
verbs, and further forms of the
infinitive
More uses of the dative-- dative of
purpose, double dative, double
accusative
Uses of the infinitive-- subjective
vs objective
INDIRECT STATEMENT (Very
important last topic)
•
Theme: Review and Synthesize
Review for final exam
Going forward in Latin-resources for reading real Latin
after this course is finished
Differentiated learning: Summer
prep packet for those planning to
continue Latin in high school.
•
•
•
Understanding: discuss, explain,
identify, report, restate, translate
Synthesis: arrange, compose
•
Knowledge: list, memorize, relate,
repeat, state, classify
Synthesis: compose, differentiate,
arrange, value, evaluate
•
•
•
•
Exam on all case usages learned
thus far
Quiz on forming the infinitives
and using the infinitives in
indirect statement
Students will be generating an
exam review packet as a class; in
addition to completing the one
that I create
Final exam in mid-June
Summer packet for students taking
Latin next year in high school
115
Course Overview: Latin 8 picks up where Latin 7 left off-- slightly less than halfway through Jenney's First Year Latin. The first month and a half of the course is comprised of
intensive review of 7th grade Latin. The rest of the year, students are introduced to further categories (i.e. more conjugations and declensions) of the Latin parts of speech that they
first learned in Latin 7. More complicated syntactical features of Latin are introduced-- especially more elaborate case usages, indirect statement, and verb uses. In Latin 8 students
solidify their ability to translate Latin sentences and start working on more advanced tasks such as translating longer paragraphs and generating English-to-Latin prose compositionsincluding reading/writing poetry. The basic socio-political facts students learned about the Roman Empire in history and Latin 7 will be supplemented by further discussion about
Roman culture as tested on the NLE and based on student interest.
Text / Workbooks Used: Jenney's First Year Latin (supplemented by worksheets/readings from Keller and Russell's Learn to Read Latin and the online scholarly resource "The
Latin Library"
Goals & Objectives / Course Philosophy: By the end of this course students should
1) Solidly remember and be able to build on the material from Latin 7
2) Be able to fully conjugate verbs of ALL conjugations in all tenses, persons, numbers, voices, and moods (except the subjunctive-- only more advanced students will have had
differentiated subjunctive assignments)
3) Be able to decline nouns and adjectives of all declensions-- with a special focus on the newly introduced 3rd declension (and at least basic recognition of the 4th and 5th
declensions)
4) Be able to articulate the relationship of key Latin texts/authors to Roman culture and politics
5) Be able to generate short Latin prose and poetic compositions on a wide variety of topics
6) Have a familiarity with all vocabulary in the first 22 chapters of Jenney's (first 18 chapters in the new edition)
7) Be able to translate longer Latin paragraphs
8) Be able to orally pronounce/recite Latin prose with greater fluency, and scan/recite basic lines of dactylic hexameter
9)Know multiple (5+ for genitive, dative, accusative, and 8+ for ablative) case usages for each case-- and identify strategies for recognizing each case usage based on context and
prepositional features
10) Be proud of themselves for having built a solid mastery in a difficult language!
Assessment: The boys have weekly short quizzes (or semi-weekly long quizzes depending on the unit). They have longer exams once every 6 weeks, and one midterm and one
final. Their grade will be comprised of approximately 30% class participation, 20% projects, 35% quizzes, and 15% cumulative exams.