The Dalton School Middle School Curriculum Guide

The Dalton School Middle School Curriculum Guide

“The development of the whole child is of primary importance; children are social beings and schools should be communities where they can learn to live with others.”

- Helen Parkhurst, founder of The Dalton School

MIDDLE SCHOOL CURRICULUM GUIDE CONTENTS PHILOSOPHY AND GOALS

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CURRICULUM OVERVIEW

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ENGLISH/LANGUAGE ARTS

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LANGUAGE ARTS/SOCIAL STUDIES

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LIBRARY | MUSEUM PROGRAM 13 MATHEMATICS 14 SCIENCE 20 COMPUTER SCIENCE AND ENGINEERING 22 MUSIC 23 THEATER 27 DANCE 28 VISUAL ARTS 30 WORLD AND CLASSICAL LANGUAGES 35 PHYSICAL EDUCATION 41 HEALTH & WELLNESS 43 AFTER SCHOOL | CHESS | SERVICE LEARNING

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MIDDLE SCHOOL DIRECTORY 45 108 E 89th St, New York, NY 10128

PHILOSOPHY AND GOALS

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The Dalton Middle School has developed a program to address the unique academic and social needs of young students during this crucial stage in their development.

The Dalton Plan in the Middle School It provides a transition from the protective, self-contained classrooms of the First Program to the departmentalized High School. It is a program designed to foster the growing independence of Middle School students. The hallmarks of the Middle School Program include: A home base within the school community guided by caring, experienced adults. It provides a social environment that is warm, secure, and student-centered (House). Opportunities for the exploration, development, and expansion of knowledge, skills, and critical thinking capacities while providing for individual interests and talents (Assignment). Personalized, specific assessment, and evaluation of student work and regular student-teacher conversation ensuring support and feedback (Lab).

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HOUSE The House is central to the Middle School program. House Advisors guide students through the school year by carefully following progress in all disciplines, by mentoring young students, and by functioning as the primary liaison with parents.

Middle School teachers serve as House Advisors. This special role as an advocate and mentor assists teachers in building special partnerships with students. The greatest benefit of the House system in the Middle School is that it provides adequate time and space as well as a forum for students to learn life skills and to engage in cooperative discussion. House is a time for dialogue, learning, reflection, and problem-solving. It is an important time of the day when students learn about community and a place where they are able to share their perspectives on important issues. This learning and sharing is guided by the House Advisors in a warm and supportive environment where students can take risks, share their ideas, discuss, mediate and resolve issues, and learn and model civic responsibility.

In the fourth and fifth grades, students work and learn in largely self-contained classrooms where much of their instruction takes place. They come to think of themselves as members of a classroom community working to build relationships within the grade. Guided by House Advisors who provide support and caring, students become confident learners, expand their knowledge, and refine their social skills. In the sixth, seventh, and eighth grades, when the academic program is fully departmentalized, the House Advisor’s role as advocate and mentor is crucial. Each House meets at the beginning and end of every day, as well as for two additional periods, each

The Laboratory also provides time to use the libraries and to locate other specialized resources to pursue topics, complete assignments, and enrich or remediate student learning.

Classes are grouped heterogeneously in most areas throughout the Middle School. Individual learning styles and skill levels are recognized by grouping within the classrooms, by expanding upon the Assignment to augment learning, and by providing enrichment and support through the Laboratory.

The Dalton Plan - particularly Lab and Assignment - helps students learn skills that include: The ability to set goals and to determine priorities consistent with the stated course objectives and the student’s own progress; to establish habits conducive to learning independently or with others; and to follow a schedule that meets expectations for both short and long term projects.

The ability to define, locate, and use resources external to the classroom (e.g., library, studio, and laboratory materials and methods, primary and secondary documents, visual materials, and information available through various information systems including computers and digital displays); and to combine data obtained from such sources with information shared in the classroom.

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ASSIGNMENT The Assignment is the second component of the Dalton Plan and offers children a range of choices for exploring and learning concepts, activities, and skills within a subject area. Students learn to structure and plan their work time, and they receive frequent feedback from their teachers. The Assignment provides practice of foundational skills and allows students to pursue lines of inquiry of their own design.

LAB Lab provides students with time during the weekly schedule to work with their teachers individually or in small groups.

“Real social living is more than contact; it is co-operation and interaction. A school cannot reflect the social experience which is the fruit of community life unless all its parts, or groups, develop those intimate relations one with the other and that interdependence which, outside school, binds men and nations

The Dalton School Middle School Curriculum Guide

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CURRICULUM OVERVIEW

The Dalton Middle School curriculum is vibrant and intellectually inspiring. The curriculum includes courses in English, mathematics, social studies, science, world and classical languages, and the arts, as well as a physical education program. In all areas of study, the concepts of House, Assignment, and Lab are essential elements in accordance with the school’s mission and philosophy. Additionally, students and teachers explore the use of technology in the classroom to extend opportunities for learning.

Departmental information is divided into three distinct sections: Mission Statements

Skills Curriculum

Departmental Mission Statements that describe the core values, goals, and aspirations of each department and its teachers.

A Skills Curriculum that chronicles the academic development of middle school students at Dalton.

Course Content Descriptions Course Content Descriptions that review the academic breadth of the middle school’s program.

MIDDLE SCHOOL CURRICULUM Middle School faculty members are highly skilled professionals who have special training and interest in working with children in this age group.

The faculty also engages in ongoing curricular development and innovation, reflecting the school’s notable commitment to progressive education.

Dalton’s Middle School encompasses the fourth through eighth grades. For this reason, students’ schedules vary across the grades, emphasizing developmentally appropriate expectations. All students are assigned a house advisor responsible for tracking the student’s academic and social well-being over the course of the year. Students participate in House activities and programs designed to address social and emotional growth, as well as to build community during their middle school years.

In addition to the regular teaching staff, the Middle School employs specialists in the areas of psychology, health services, writing, mathematics, museum education, organization, and study skills. Students interact with these specialists individually or in small groups.

Dalton’s commitment to “the city as a classroom” is evident in all curricular areas. Teachers make use of The Metropolitan Museum of Art, The Museum of Modern Art, The Guggenheim Museum, The Cathedral of St. John the Divine, Museum of Chinese in America, The African Burial Ground National Monument, The New York Tenement Museum, The Bronx Zoo, The Museum of Natural History, The Cooper Hewitt Museum, The Jewish Museum, The Morgan Library, and many other resources within the city. Students also have opportunities to travel outside of the city with their classes on various field trips throughout their time in middle school.

The Dalton School Middle School Curriculum Guide

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ENGLISH/LANGUAGE ARTS

By year’s end, students will be able to:

• Write with proper sentence structure, including capitalization and punctuation • Understand the elements of an analytical paragraph • Summarize ideas within an expository paragraph

• Organize their writing with a topic sentence, body, and concluding sentence

4th Grade - Reading Skills Curriculum Reading Objective

The 4th grade reading program is committed to educating our students to: Read for Pleasure, Read for Information, and Read as Scholars.

Students will be introduced to:

• Developing personal preferences as readers

Mission Statement | English/Language Arts The work of the Dalton Middle School English Department is grounded in the belief that students who learn to communicate effectively will become dedicated scholars and critical thinkers.

Through the study of classical and modern literature, the curriculum explores the moral complexities of the human condition. Through collaborative and individual Assignments, the literature program is a well-balanced, multi-dimensional, student-centered endeavor that encourages children to be creative, use resources thoughtfully and responsibly, and engage in inquiry-based learning. A sequential skills development program provides the underlying foundation for students to become successful readers, writers, listeners, and speakers. The comprehensive program empowers students in developing the ability to “Go Forth Unafraid” as independent, lifelong learners.

4th Grade - Writing Skills Curriculum Writing Objective

The 4th grade writing program is committed to educating our students to: Engage in the Writing Process

Students will be introduced to: • Organizing and expressing ideas clearly, using a variety of genres in a workshop environment • Engaging in pre-writing • Writing multiple drafts

• Developing an understanding of revision and copy-editing

• Extracting essential information from texts

• Making inferences and interpreting authors’ aims

• Making connections between texts and the outside world.

• Drawing clear conclusions from texts.

Continued reinforcement will be placed on:

Reading skills learned and practiced in the First Program

By year’s end, students will be able to: • Have some facility with annotating a text

• Understand why texts should be annotated when reading

• Have a basic knowledge of the elements of a story and figurative language • Be able to recognize a variety of genres

• Be comfortable participating and engaging in class discussions • Understand how to make inferences about literature

5th Grade - Writing Skills Curriculum Writing Objective

The 5th grade writing program is committed to educating our students to: Internalize Writing as a Process.

Students will be introduced to:

• Writing a well-structured paragraph (topic sentence, supporting details with quotations, and concluding sentences).

• Writing with sentence variety

• Using quotations directly from the text

• Writing short stories and poems with the notion of structure and form

• Writing and publishing for different audiences

• Fostering a unique voice and style

• Understanding grammar/usage

Continued reinforcement will be placed on:

• Writing creatively as poets and storytellers

• Pre-writing, drafting, revising, editing, and publishing

Continued reinforcement will be placed on:

Writing skills learned and practiced in the First Program

• Organizing and expressing ideas clearly

• Writing and publishing for different audiences. (Proper use of “I statements” and “You statements”) • Utilizing and practicing revision and copy-editing.

The Dalton School Middle School Curriculum Guide

ENGLISH/LANGUAGE ARTS

By year’s end, students will be able to:

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6th Grade - Writing Skills Curriculum

• Write a single expository paragraph

Writing Objective

• Construct narrative pieces

• Produce short-answer responses

The 6th grade writing program is committed to educating our students to: Express Critical Thinking Through the Writing Process.

• Expand, internalize and apply vocabulary

Students will be introduced to:

• Recognize and practice grammar/usage

5th Grade - Reading Skills Curriculum Reading Objective

The 5th grade reading program is committed to educating our students to: Broaden Their Literary Perspectives, Engage in Discussions on Ethics and Examine the Individual Within a Community.

• Crafting a thesis statement as a controlling argument for a literary analytical essay • Writing a multi-paragraph literary analytical essay, including: Incorporating a clear thesis sentence Connecting topic sentences Utilizing quotes from reading and analyzing their importance Clear concluding sentences • Developing personal authorial style

Students will be introduced to:

• Examining contextual vocabulary for use in their own writing

• Generating inferences based on evidence

• Providing textual support for answers and theories

• Making meaningful connections across texts and to personal experiences

Continued reinforcement will be placed on: • Engaging in pre-writing • Writing multiple drafts

Continued reinforcement will be placed on:

• Furthering an understanding of revision and copy-editing

• Acquiring new vocabulary

• Using expressive language

• Making inferences and interpreting authors’ aims

• Deploying proper grammar usage

• Drawing conclusions about literature

By year’s end, students will be able to:

• Understanding literal content

• Utilizing sentence variety

• Extracting essential information from texts

• Writing in a variety of genres

• Making connections between texts and the outside world

• Take a methodical approach to a multi-paragraph essay and incorporate the necessary components of a successful essay

By year’s end, students will be able to:

• Produce a variety of independent responses to literary questions • Annotate texts

• Have a basic understanding and familiarity with literature circles • Engage in small group discussions

• Share reactions, opinions, reviews in an appropriate, constructive manner.

• Engage in culminating projects that incorporate creativity and art.

- Write with proper sentence structure, including capitalization and punctuation • Understand the elements of a paragraph

• Include supporting arguments within a paragraph

• Organize their writing with a topic sentence, body, and concluding sentence

6th Grade - Reading Skills Curriculum Reading Objective

The 6th grade reading program is committed to educating our students to: Examine Literature with a Critical Eye.

Students will be introduced to:

• Becoming proficient in annotation, inference, and analysis.

• Broadening understanding of the foundational elements of Greek myth and theatre

Continued reinforcement will be placed on: • Extracting essential information from texts

• Making inferences and interpreting authors’ aims

• Making connections between texts and the outside world • Drawing conclusions about literature

• Reading with fluency and expression • Annotating a text

The Dalton School Middle School Curriculum Guide

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ENGLISH/LANGUAGE ARTS

• Understanding and identifying story elements and figurative language

By year’s end, students will be able to:

• Have some facility with and understanding the importance of annotating a text

• Understand and identify the elements of a story and figurative language • Be able to recognize a variety of genres

• Be comfortable participating and engaging in class discussions.

• Understand how to make inferences about literature

7th Grade - Writing Skills Curriculum Writing Objective

The 7th grade writing program is committed to educating our students to: Use the Writing Process to Develop a Nuanced Argument.

Students will be introduced to:

Continued reinforcement will be placed on:

• Writing a complete five-paragraph essay

• Annotating texts

• Crafting an effective conclusion paragraph

• Making inferences and interpreting authors’ aims

• Utilizing mini-quotes

• Taking famous prose works from the page and transforming them to dramatic versions for the stage

Continued reinforcement will be placed on: • Pre-writing

• Extracting essential information from texts

• Understanding the role that historical context plays in literature.

• Drawing conclusions

• Understanding universality in literature

• Producing multiple drafts

• Creating arguable thesis statements

• Providing textual evidence to prove thesis statements

• Employing expressive language and varied sentence structures • Using proper punctuation, capitalization, and verb tense • Crafting creative pieces: short stories, plays, and poetry • Developing personal authorial style

By year’s end, students will be able to: • Read and annotate a text independently

• Utilize different reading strategies when studying various genres

8th Grade - Writing Skills Curriculum Writing Objective

By year’s end, students will be able to:

• Independently craft a provable thesis statement

• Engage in all three phases of the writing process (pre-writing, drafting, and editing) to produce a five-paragraph essay

• Support their arguments with multiple forms of evidence from the text

7th Grade - Reading Skills Curriculum Reading Objective

The 7th grade reading program is committed to educating our students to: Examine Authorial Intent and Technique.

The 8th grade writing program is committed to educating our students to: Manage the Writing Process Independently.

Students will be introduced to:

• Breaking away from the traditional five-paragraph essay • Taking greater ownership of the entire writing process

• Evaluating, writing, and delivering persuasive speeches

Continued reinforcement will be placed on: • Utilizing sentence variety • Writing paragraphs

• Independently crafting an arguable thesis statement • Utilizing mini-quotes

Students will be introduced to: • Close quotation analysis

• Understanding and identifying story elements and figurative language

• Using expressive language

• Reading like a writer and interpreting authorial choices

• Developing personal authorial style.

• Proper grammar and usage.

The Dalton School Middle School Curriculum Guide

ENGLISH/LANGUAGE ARTS

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By year’s end, students will be able to:

• Identify the nuances and authorial goals from a variety of genres

• Independently engage in the writing process from pre-write to final draft

English 6

• Reach a degree of comfort with the five-paragraph essay so that breaking away from that format can be done confidently

• Tailor the writing process to their individual needs

• Confidently give a persuasive speech to an audience of their peers

8th Grade - Reading Skills Curriculum Reading Objective

The 8th grade reading program is committed to educating our students to: Make Multiple Critical Thinking Connections Independently.

Students will be introduced to:

• Deepening critical thinking connections with a text

• Balancing the author’s concrete goals with their use of figurative language

Continued reinforcement will be placed on: • Understanding and naming story elements

• Understanding and naming figurative language

• Further developing annotation and close reading skills • Quotation Analysis

• Considering stylistic approaches and authorial intent

• Understanding the role that historical context plays in authorial choices and the lasting impact of specific texts • Gaining exposure to a diverse set of authors and topics

• Drawing links between authors and texts across genres

By year’s end, students will be able to: • Annotate independently

• Select and appreciate independent reading books that will broaden their understanding of literature and the world

The 6th grade writing program is committed to educating our students to express critical thinking through the writing process. Over the course of the year, 6th grade students are introduced to developing an analytical essay starting with a single paragraph. The writing curriculum focuses on teaching the use of prewriting graphic organizers, thoughtful crafting of thesis statements, effective utilization of textual evidence to support the writer’s argument, and concluding sentences that comment upon the essay in its entirety.

Additionally, students build on previous experience by generating multiple drafts, engaging in the editing and revision process, varying their sentence structure, and properly applying rules of grammar and usage. By the end of the year, students are expected to independently create a well-crafted and adequately supported analytical essay free of grammar and usage errors. Finally, as part of an interdisciplinary Greek Festival, the students craft monologues that they deliver in a theatrical production.

The 6th grade reading program is committed to educating our students to examine literature with a critical eye. Over the course of the year, 6th grade students are introduced to the process of becoming proficient in close reading and annotation, inference, and analysis. They are also beginning to broaden their understanding of the foundational elements of Greek mythology and theatre, in addition to studying full length works such as Jar of Dreams by Yoshiko Uchida, Lizzie Bright, and the Buckminster Boy by Gary Schmidt, Book of Greek Myths by Ingri, and Edgar Parin D’Aulaire, Black Ships Before Troy and The Wanderings of Odysseus by Rosemary Sutcliff, and short works of nonfiction, as well as poetry, folktales, and legends.

• Approach a text critically

The Dalton School Middle School Curriculum Guide

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ENGLISH/LANGUAGE ARTS

English 7 The 7th grade English curriculum strives to help students consider authorial intent and the impact of the audience in literature. Furthermore, in the 7th grade, students work to understand language as an art form and learn to use it to create and shape not just narrative but also imagery, voice, and tone. The overriding goal of the year is to help students achieve a comfort level with language that will allow them to consider and internalize the way an author utilizes style and technique to shape their work and literary vision.

The literature curriculum in 7th grade features a variety of genres to achieve these goals. Plays such as Lorraine Hansberry’s A Raisin in the Sun and William Shakespeare’s Romeo and Juliet complement short story and poetry texts as students solidify their critical reading skills and understanding of characterization and plot. In addition, novels such as William Golding’s Lord of the Flies provide excellent fodder for large group discussions and serve as a bridge to the essay writing component of the course.

focusing on punctuation—while acquiring a broader base of vocabulary words gleaned from the texts. In addition, the literature curriculum includes a unit on memoirs and incorporates twentiethcentury American texts, such as Harper Lee’s To Kill a Mockingbird.

Public Speaking also holds a formal place in the curriculum. Students study famous modern and historical speeches and learn about Ethos, Pathos, Logos, and the rhetorical devices that make such speeches successful.

The writing component of the curriculum aims to give students the confidence to break away from the structure and structures of the five- paragraph essay. Students engage in a wide variety of writing tasks—ranging from informal journaling to passage analysis work to formal essay writing—all to provide practice in utilizing the entire writing process. Great emphasis is placed on using Lab to contextualize and deepen their understanding of analytical writing.

In-class and take-home assignments vary throughout the year in an effort to prepare students for the assortment of tasks they will face in high school English classes.

In addition to building on their vocabulary and grammar knowledge, students focus on crafting a provable thesis, engaging in all phases of the writing process such as pre-writing, drafting, and editing—and supporting their arguments with multiple forms of textual evidence.

Instruction is provided on how best to create a strong conclusion paragraph and how this fits into the five-paragraph essay’s larger structure. The overarching goal of the 7th grade writing curriculum is to teach students how to create and prove a nuanced argument in their analytical work.

English 8 The 8th grade English curriculum focuses on helping students take ownership of their reading and writing skills. Building on the grammar and vocabulary foundations established in previous years, students increase their functional grammatical knowledge—specifically

The Dalton School Middle School Curriculum Guide

LANGUAGE ARTS/SOCIAL STUDIES

Mission Statement | Social Studies The Dalton Middle School Social Studies Department nurtures intellectually independent students who will contribute constructively to their school, local, and global communities. Dalton’s Middle School students refine their ability to observe, critique, and evaluate the past and present from multiple perspectives through study, research, written expression, collaborative projects, and class discussions. Students will learn to take intellectual risks, approach conflicts thoughtfully, and develop an active appreciation for the lessons and themes of history in their everyday lives. By challenging students to think across and make connections between different cultures, religions, and historical ideas, we build upon Dalton’s commitment to being a vibrant and diverse community.

4th Grade Language Arts The 4th grade language arts program introduces students to a scholarly approach to literature while continuing to develop their love for reading and writing.

Fourth graders are transitioning from learning to read to reading to learn. In addition to whole class explorations of a rich array of texts, including classics, historical fiction, poetry, and folk tales, they continue to select and read books of their own choice. The curriculum includes E.B. White’s Charlotte’s Web, Janae Marks’ From The Desk of Zoe Washington, and other historical fiction texts.

Literary analysis is introduced through close reading, annotation, discussion, written responses, and creative projects.

A wide variety of writing experiences are provided for fourth graders, including journal writing, letters, emails, blog posts, stories, poems, biographies, and expository pieces all within a writing process environment. Understanding that learning to write well is a lifelong process, students continue to develop their pre-writing, drafting, and copy-editing skills as they work on their writing for different audiences.

Vocabulary development, fluency, comprehension strategies, and other reading skills are reinforced as needed. To further hone their writing, students have weekly lessons in spelling and writing skills (e.g. grammar, vocabulary, handwriting, keyboarding, etc).

4th Grade Social Studies The experience of moving from the First Program to the Middle School provides the engaging metaphor of “migration” for the social studies curriculum in the 4th grade: Immigration to the United States.

We emphasize the themes of continuity and change and the responsibilities of citizenship in the new land. Essential questions guide our curricular studies: What push and pull factors led people to come to (the) America(s)? Was coming to America a choice? What were their journeys like? What were their arrivals like? What challenges did they face? Were people treated as fully human? How did the injustices they faced inspire social resistance? How did coming to the United States transform immigrants’ lives and shape the racial and cultural landscape of the United States?

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We begin by studying current immigration with our Oral History Project. Students become historians by conducting their own oral history interviews of someone in their lives who has immigrated to the U.S. We then begin to explore historical immigration patterns of European immigrants in the late 1800s and early 1900s, focusing on Ellis Island, followed by a study of Angel Island and Chinese immigration. In the second half of the year, we turn to centuries past and explore the forced arrival of enslaved people from Africa.

5th Language Arts The 5th grade language arts program focuses on the continuous development and integration of writing and reading skills. Class books are selected around the theme of “The Individual within a Community.” They are deeply tied to the interdisciplinary nature of the curriculum, as students explore the ways in which protagonists survive, evaluate, and adapt to their environments. Texts include Rebecca Stead’s When You Reach Me, Lois Lowry’s The Giver and others studied through small book groups. The social studies programming works hand in hand with the literature to emphasize the settlement of the first ancient cities and culture creation. An approach incorporating guided and independent reading—featuring Roger Lancelyn Green’s Tales of Ancient Egypt—fosters a love of literature and emphasizes comprehension, critical thinking, and interpretative skills.

The 5th grade writing program focuses on creating structured paragraphs in expository form. In addition, the program stresses research methods, student conferencing. Creative assignments are part of the 5th grade writing curriculum, including poetry, reflections, and stories. Students begin to offer their own literary analysis and voice their opinions about what they and others have written, a necessary step in the journey to having an individual perspective, developing literary taste, and fostering an independent point of view.

5th Social Studies The 5th grade social studies curriculum guides students to reconstruct the past by examining artifacts and ancient texts and applying critical thinking skills necessary for an ongoing study of history. Students focus on the overarching concepts of geography, city development, kingship, religion, and trade through a year-long study of ancient civilizations from around the world.

The students begin the year by questioning the methods historians and archaeologists utilize when drawing conclusions. They then delve into an overview of geography, emphasizing map reading, landform identification, and understanding water systems. The curriculum uses primary sources to introduce the students to the ancient world, and students use secondary sources critically to supplement their comprehension of life 5,000 years ago. Weaving together geographical knowledge, mythology, art, and archaeology, the children discuss, analyze, debate, and learn to form some understanding of ancient cultures and their relevance to today.

Throughout the year, an array of experiences enrich the curriculum, including hands-on activities, projects, creative writing, museum trips designed to complement the readings and presentations by experts in their fields.

The Dalton School Middle School Curriculum Guide

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SOCIAL STUDIES

4th Grade - Social Studies Skills Curriculum

5th Grade - Social Studies Skills Curriculum

The 4th grade social studies program is committed to: Educating our students to: Understand emigration and social change as it applies to the United States and themselves.

The 5th grade social studies program is committed to educating our students to: Reconstruct the past through the examination of artifacts, ancient texts, and secondary sources, and the application of critical thinking skills necessary for an ongoing study of history.

Social Studies Skills Objective

Students will be introduced to the process of:

• Recognizing other viewpoints and biases and interacting with them in speech and writing • The concept of oral history as a primary source in the context of immigration

Continued reinforcement will be placed on: • Examination and evaluation of Cause and Effect

• Making and evaluating inferences based on information and evidence

• Understanding basic geographic terms and place names including: oceans, continents, countries, states and physical features

Social Studies Skills Objective

Students will be introduced to the process of:

• Analyzing maps and geographic resources to make substantial inferences about the relationship between the location of human settlements and geography

• Interpreting the significance of resources and resource systems in the development of human geography • Recognizing multiple viewpoints and biases

• Evaluating their inferences based on further evidence

• Understanding chronology and how history can be studied in eras and ages • Making connections to today from what is learned about the past

By year’s end, students will be able to:

Continued reinforcement will be placed on:

• Memorize locations specific to study

• Identifying and locating important sites, geographic areas, and geographical features (rivers, mountains) on maps

• Analyze and interpret information from age-appropriate primary source documents, both textual and visual • Acquire and understand vocabulary specific to study

4th Grade - Social Studies Reading Skills Students will be introduced to the process of:

• Organizing and annotating primary and secondary sources

• Analyzing primary and secondary sources for content, context, and significance

Continued reinforcement will be placed on:

Social Studies reading skills learned and practiced in the First Program

• Using observable and explicit information to make reasonable inferences based on that evidence

• Inquiry-based research of visual and textual primary sources

By year’s end, students will be able to:

• Use the experiences and activities of the study to make hypotheses and connections that apply to other civilizations • Memorize locations and events specific to the study of Mesopotamia and Egypt

• Acquire and use vocabulary specific to the study of Bronze Age cultures

5th Grade - Social Studies Reading Skills

By year’s end, students will be able to:

Students will be introduced to the process of:

• Select and recall factual information and differentiate between main ideas and supporting details

• Taking notes on non-fiction texts for research or study skills

• Organize and annotate primary and secondary sources

• Reading non-fiction secondary sources critically and with purpose to gain a wider understanding of ancient city development

Continued reinforcement will be placed on:

• Comprehending literature, as well as primary historical texts, of the time (translations and adaptations) in order to make cultural inferences.

• Selecting and recalling information from non-fiction texts

• Discriminating main ideas and essential information from nonessential in non-fiction texts • Organizing and annotating primary and secondary source

By year’s end, students will be able to: • Acquire vocabulary specific to study

• Reading secondary source texts for main ideas

The Dalton School Middle School Curriculum Guide

SOCIAL STUDIES

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6th Grade - Social Studies Skills Curriculum

7th Grade - Social Studies Skills Curriculum

The 6th grade social studies program is committed to educate our students to: Be historians who ask their own questions and make their own inferences about the classical past.

The 7th grade social studies program is committed to educating our students to: Continue the journey of becoming mature and sophisticated historians by studying the early modern period of Europe and the Middle East.

Social Studies Skills Objective

Students will be introduced to the process of: • Examining and evaluating Cause and Effect

Social Studies Skills Objective

Students will be introduced to the process of:

• Archaeological Site Mapping, i.e., Developing a hypothesis from information on a map about a culture or to determine the effects of geography on a culture

• Integrating their understanding of the early modern world with what is unfolding in the world today

Continued reinforcement will be placed on:

• Recognizing the variety of resources that are available to help them make these connections

• Analyzing and interpreting information from documents and textual evidence

• Making meaning of history in terms of the content, context, and significance of a primary or secondary source

• Analyzing and interpreting information from visual evidence

Continued reinforcement will be placed on:

• Making and evaluating inferences based on information and evidence

• Analyze primary sources and secondary sources for Content, Context, and Significance

• Understanding chronology and how history can be studied as periods and eras

• Make connections between the history they are studying and current events

• Recognizing other viewpoints and biases and interacting with them in speech and writing

• Acquiring and integrating the vocabulary and concepts appropriate to the topic

By year’s end, students will be able to:

By year’s end, students will be able to:

• Acquiring vocabulary specific to study and demonstrate understanding • Memorize locations specific to study

• Demonstrate mastery of basic geographic terms and place names (country names, physical features, and cities as they relate to curriculum)

6th Grade - Social Studies Reading Skills Students will be introduced to the process of:

Analyzing the language of primary sources for the author’s perspective, audience, tone, and objective

• Explain and support with details or quotations, information they have gained from primary and secondary sources, visual, and textual and then to begin to analyze this information critically

• Speak and write confidently about their understanding of chronology and how history can be studied as periods and eras

7th Grade - Social Studies Reading Skills Students will be introduced to the process of:

Reading and analyzing more difficult primary source material with greater independence

Continued reinforcement will be placed on:

Organizing and annotating primary and secondary sources

• Acquiring vocabulary specific to study and demonstrating understanding

By year’s end, students will be able to:

• Understanding how to analyze a piece of text

Continued reinforcement will be placed on:

Acquiring vocabulary specific to study and demonstrating understanding

• Organizing and annotating primary and secondary sources

By year’s end, students will be able to: • Reading and outlining a secondary source

• Assessing a primary source for content, context, and significance • Annotating both primary and secondary source material

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SOCIAL STUDIES

8th Grade - Social Studies Skills Curriculum Social Studies Skills Objective

The 8th grade social studies program is committed to educating our students to: Become responsible and prepared students, ready to assume the demands of high school history study through a chronological survey of the US.

Students will be introduced to the process of:

Independently managing the research and writing process, especially as it relates to structuring an essay or presentation, and developing a valid argument based on historical evidence

Continued reinforcement will be placed on:

• Analyzing and interpreting information from documents and textual evidence • Analyzing and interpreting information from visual evidence

• Analyzing maps and geographic resources to make substantiated inferences about the relationship between the location of human settlements and geography

Soon after, the young student, as historian turned archaeologist, begins a simulated excavation of a provincial Assyrian site. There, they discover materials from the petty kingdoms of the Eastern Mediterranean to bring as a tribute and booty en route to the heartland of an ever-expanding Assyrian Empire.

Our study of the Greek World complements the 6th Grade Greek Festival Curriculum. The Greeks and the institutions that set the stage for Western Civilization are studied comprehensively.

The year concludes with an exploration of “Rome, the Model Empire.”

Students construct provincial cities using the Roman Model to understand better how Rome unified and made the cultures of those living in the areas from the Persian Gulf to the south of Scotland “Roman.”

Essential Questions: • What is History?

• How do you go about writing history?

• How do you identify what is important in the existing historical record?

By year’s end, students will be able to: • Examine and evaluate Cause and Effect

• Make and evaluate inferences based on information and evidence • Recognize other viewpoints and biases and interact with them in speech and writing

8th Grade - Social Studies Reading Skills

• What is a monarchy? Empire? Democracy? How do societies govern themselves?

• How did ancient nations acquire their goods?

• What is the role of religion?

• What is the role of geography?

Students will be introduced to the process of:

Reading and independently selecting primary and secondary sources for the purposes of research and building an argument

Continued reinforcement will be placed on:

• Organizing and annotating primary and secondary sources • Analyzing the language of primary sources for perspective, audience, tone, and the writer’s objective

By year’s end, students will be able to:

• Analyzing primary and secondary sources for content, context, and significance to support and defend an original thesis • Selecting and recalls factual information and can differentiate between main ideas and supporting details • Acquiring vocabulary specific to study and demonstrates understanding

Social Studies 6 Our 6th grade social studies curriculum could easily be called “The Student as Historian” because it revolves around teaching the student the nature of historical inquiry and enabling them to take on the role of historian.

Early in the year, our study focuses on the minor kingdoms of the Eastern Mediterranean during the Iron Age. These include the Phoenicians, the Philistines, and the Hebrews.

The Dalton School Middle School Curriculum Guide

SOCIAL STUDIES

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Social Studies 7

Social Studies 8

Seventh grade social studies begins with an in-depth study of Islam and its impact on the medieval and early modern world. Students examine the Islamic world between the 7th and 16th centuries, focusing on the basic tenets (beliefs and practices) of Islam and the life of Muhammad, Muslim expansion, art, architecture, trade, and travel. After learning about the development of Islam in Arabia, we will examine the emergence of the Umayyad, Abbasid, and Ottoman Empires.

Eighth grade history is a survey of notable moments in American History. The class explores this subject chronologically, though not necessarily linearly, focusing on themes such as American culture and values, American democracy, conflict and unity, diversity, citizenship, technological change, geography, and the relationship of the US to the world. These are themes that weave themselves through the development of our nation. Also, students pay considerable attention to acquiring and refining the tools that one needs to become a historian. Throughout the year, students develop note-taking, research skills, presentation, and writing skills. The class uses a wide variety of primary sources; however, each assignment includes secondary source supplements, including textbooks and literary sources. Assignments encourage students to explore alternative interpretations and perspectives of American History.

The focus then shifts westward to Europe, where students investigate the political, economic, religious, geographic, and social factors that shaped people’s identities during the medieval era. Students will bridge their medieval Europe study with the medieval Middle East as their attention swings eastward with the Crusades. Their examination of the “Crusading” period will focus on the intersection of “East” and “West,” and the study will enable students to assess how this critical juncture set off a series of causes and effects that laid the foundation for the early modern era.

Students will also examine the legacy of the “early modern era” in our modern world. We will return to the Middle East and investigate how the ideologies that came to the fore in Western Europe (secularism, individualism, nationalism, colonialism) helped shape and alter the landscape, both literally and figuratively, of the Middle Eastern world in the 19th and 21st centuries.

Essential Questions: • How do maps and globes reflect changes in history, politics, and economics?

• How is power gained, used, and justified?

• Why do some people conform while others rebel?

• How are ideas transmitted?

• How do technology, science, and information impact and transform societies?

• How does religion unite people? Divide people? Confront/integrate/ define modernity?

• In what ways do geographical, cultural, social, political contexts transform the views we have of the past?

• In what ways do diverse global societies create varied perspectives, contributions, and challenges?

• What issues from our study of the past inform the present and shape the future?

• How have our ideas of history changed in a media-driven world?

The main topics covered in the course are: Colonial America and the Revolutionary era, the Constitution, a Model Congress Assignment, Westward Expansion, the Civil War, the rise of Industrial and Urban America, a research paper considering some aspect of the New Deal and World War II eras, and a study of Civil Rights and the Supreme Court.

Essential Questions:

• What are American values? What were the key values upon which Jamestown and Plymouth were founded? To what extent are the values of Jamestown and Plymouth still evident in American society?

• How does one read history relative to a traditionalist, revisionist, or other historical perspectives, and what is the responsibility of the historian to voices that are silent?

• What justifies dissent?

• What is the impact of earlier political theorists and Enlightenment philosophers on the thinking of the revolutionary American colonists? How do those same theories impact current American thinking?

• Under what circumstances can rights be limited?

• What are the roles and obligations of a citizen?

• From where are power and authority derived? What is the difference?

• How does the Constitution work as a “living document”? How do Supreme Court decisions and legislative actions shift our understanding of the “law of the land”?

• What are the goals and ends, intended and unintended, of westward expansion? How do the elements of manifest destiny from the beginnings of the nation to the current era shift? What is the psychology manifest in an expanding nation?

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LIBRARY PROGRAM | MUSEUM PROGRAM

Mission Statement | Library Program The Middle School Library strives to fulfill the dual mission of supporting curricular needs and cultivating individual passions. Based on a core set of essential discovery, information, and literary skills, the Middle School Library curriculum is collaborative in nature, flexible in its content, and responsive to academic programs and personal interests from 4th through 8th grade.

Information comes from a myriad of different sources, and we encourage students to familiarize themselves with physical and online materials: books, websites, databases, search engines, DVDs, streaming media, and many other existing or yet-to-be-discovered entities.

Essential Discovery Skills Students will be able to:

• Understand library organizational and classification schemes • Locate materials via advanced search tools • Retrieve print and online materials

• Determine and employ the best search terms and strategies

Essential Information Skills Students will be able to:

• Identify salient information sources

• Recognize biases, points of view, and complexities of issues • Cite sources correctly

• Conduct research confidently and efficiently • Produce and share accurate information

Essential Literary Skills Students will be able to:

• Understand self as a reader • Identify genre differences

• Analyze literature with textual evidence • Expand literary tastes

• Elevate literary expertise: vocabulary, sentence complexity, the sophistication of ideas, plot devices, etc.

MUSEUM PROGRAM The Museum Program supports Dalton’s mission to promote interactive teaching and learning, a hallmark of progressive education. Our in-house museum educators weave their academic training (in cultural anthropology and art history) into custom-designed experiences with objects and images in grades K to 12. Close collaboration with classroom teachers and other experts inside and outside the school ensures that every museum and related classroom opportunity is in sync with the academic curriculum, the age and interests of the students, and new technologies. Students and teachers have unique access to collections and curators at a wide range of cultural institutions, especially the American Museum of Natural History and The Metropolitan Museum of Art. At the same time, the program reinforces observational and inferential skills across the school.

The Dalton School Middle School Curriculum Guide

MATHEMATICS

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Mission Statement | Mathematics The Middle School Mathematics Department strives to provide all students with a dynamic mathematics education that balances a solid foundation of basic skills with a constructed understanding of concepts. We build on the knowledge acquired in the First Program and use the enormous growth that occurs during preadolescence and adolescence. Students practice and develop skills in number sense, abstract reasoning, computation, and spatial awareness within the rigorous classroom environment, emphasizing discovery and problem-solving.

Through hands-on and real-world experiences with a range of developmentally appropriate topics, the curriculum guides students to realize their full potential. They grow as independent learners through the use of Lab and the Assignment. A variety of support and challenge opportunities address individual needs as students reach for greater knowledge. Our goal is to have students leave the Middle School as curious and flexible thinkers who are confident in their individual abilities and prepared to meet the challenges of higher mathematics.

Math Skills Topic

Whole Numbers and Number Sense

4th Grade

5th Grade

•

Place Value (M)

•

Rounding (M)

•

Rounding (R)

•

•

Addition and Subtraction Operations (M)

Operations: Multiplication (M)

•

Multiplication and Division: Automate Facts 1-12 (M), Algorithms for Two-Digit Factors (I)

•

Long Division (I)

Long Division (R,M)

The Dalton School Middle School Curriculum Guide

6th Grade N/A

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MATHEMATICS

Math Skills Topic

Number Theory

4th Grade •

Prime and Composite Numbers (R)

•

Square Numbers (R)

•

Prime Factorization (I)

•

Greatest Common Factor and Least Common Multiple (I)

•

Properties Commutative (R) Zero (R) Identity (R) Associative (I) Distributive (I)

•

Fractions

Decimals

Exponents (I)

5th Grade •

Prime and Composite Numbers (M)

•

Square Numbers (M)

•

Prime Factorization (R)

•

Greatest Common Factor and Least Common Multiple (R)

•

Listing and Comparing Factors and Multiples (M)

•

Using Prime Factorization (I)

•

Properties (R)

•

Exponents (R, M)

•

Order of Operations (I)

•

Scientific Notation (I)

•

Comparing and Ordering (R)

•

Comparing and Ordering (M)

•

Equivalence (R)

•

Equivalence (M)

•

Conversion: Improper Fractions and Mixed Numbers (I)

•

Conversion: Improper Fractions/ Mixed Numbers (M)

•

Simplest Form (I)

•

Simplest Form (M)

•

Addition and Subtraction (I)

•

Addition and Subtraction (M)

•

Fractional Parts of Numbers (I)

•

Multiplication and

•

Place Value (R)

•

Place Value (M)

•

Rounding (I)

•

Rounding (M)

•

Comparing and Ordering (R)

•

Comparing and Ordering (M)

•

Conversion: Fractions/Decimals (I)

•

Conversion: Fractions/Decimals (R)

•

Addition and Subtraction (I)

•

Addition and Subtraction (M)

•

Multiplication and

6th Grade •

Order of Operations (R, M)

•

Properties (M)

•

Factors and Monomials (I)

•

Greatest Common Factor and Least Common Multiple (M)

•

Simplifying Algebraic Expressions (I)

•

Multiplying/Dividing Monomials (I)

•

Negative Exponents (I)

•

Scientific Notation (R)

•

Operations with Fractions (M)

•

Conversion: Fractions/Decimals (M)

•

Operations with Decimals (M)

Division (I)

Division (I) N/A

Percent

•

Percent Concepts (I)

•

•

Conversion: Fractions/Decimals/ Percents (I)

Percent Concepts (R)

•

Conversion: Fractions/Decimals/

•

Percent of a

•

Percent (R)

Number (I)

•

Percent Equations (I)

•

Percent Increase/ Decrease and Discount/Simple Interest (I)

The Dalton School Middle School Curriculum Guide

MATHEMATICS

Math Skills Topic

4th Grade N/A

Ratio and Proportion

Geometry

Graphing and Data Analysis

Integers and Rational Numbers

Equations

The Coordinate System

•

Classification of Angles (M)

•

Measurement of Angles (I)

•

Classification of Polygons (R)

•

Perimeter of Polygons (R)

•

Area of Rectangles (M)

•

Area of Irregular Polygons, Triangles, Circles (I)

•

Averages (I)

•

Creating and Interpreting Simple Graphs (R)

N/A

N/A

N/A

5th Grade •

Ratio and Proportion

•

Metric Conversion

•

Measures of Central Tendency (I)

N/A

N/A

N/A

6th Grade •

Ratio (R)

•

Rates (I)

•

Proportion (R)

•

Scale Drawings and Models (I) N/A

•

Measures of Central Tendency (R)

•

Organizing Data (I)

•

Creating and Interpreting graphs (M)

•

Absolute Value (I)

•

Operations with Integers (I)

•

Operations with Rational Numbers (I)

•

Solving one-step equations (I)

•

Solving two-step equations (I)

•

Writing one- and two-step equations to solve word problems (I)

•

Identifying points on a coordinate plane (I)

•

Graphing points on a coordinate plane (I)

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MATHEMATICS

7th Grade Math Skills Equations:

Systems of Equations:

• One-step (M)

Solving using Elimination, Substitution, Graphing Methods (I)

• Multiple-step (R)

• Translating and Evaluating (R)

Euclidean Geometry:

• Order of operations (M)

• Angle Pairs and Relationships (I) Complementary, supplementary Parallel lines/transversals, corresponding, alternate interior, alternate exterior Angles in regular polygons (conceptual)

• Building Blocks (R) - points, lines, planes

• Properties (M)

• Binary operations of integers/rationals (R)

Exponents:

• Rules of exponents (R)

• Angle Algebra/Problem Solving (I) Classify Polygons (R)

• Negative exponents (R) • Scientific Notation (R)

• Operations with variables in the exponent (conceptual)

Roots and Radicals: • Rules of radicals (I)

• Simplifying radicals with square, cube, and nth roots (I) and with variables in the radicand (I) • Rationalizing denominators (I) • Conjugates (conceptual)

• Radical Equations (conceptual)

Polynomials:

• Binary operations of polynomials (I) Combining like terms Special Products Division by monomial • Factoring (I) Common factors Special trinomials

• Area and perimeter of polygons Triangles, rectangles, circles (R) Composite figures (R) Parallelograms, Trapezoids, Kites (I) • Triangles (R) Classification Pythagorean Theorem Sum of angles Special triangles Isosceles Triangle Theorem Exterior Angle Theorem • Area of Circles (R)

Extension Topics (conceptual):

• Operations on Matrices Addition, multiplication, inverse/identity

• Transformations with Matrices Dilations/Reflections/Translations/Rotations Composite transformations

Cartesian Geometry: • Coordinate Plane (I)

• Graphing parallel & perpendicular lines (I) • Slope, y-intercepts of lines (I)

• Writing/Graphing Equations of lines (I) • Midpoint/Distance (conceptual)

The Dalton School Middle School Curriculum Guide

MATHEMATICS

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8th Grade Math Skills Equations and Inequalities:

Rational Expressions:

• Multi-step equations (M)

• Adding, Subtracting, multiplying, dividing rational expressions (R, M)

• Literal equations (M) • Sets (M)

• Simplifying complex fractions (I, R)

• Disjunctions & conjunctions (I, R, M)

• Solving rational equations (I, R)

• Solving linear inequalities (I, R, M)

• Work word problems (I, R)

• Solving absolute value inequalities (I, R)

• Direct, inverse, joint & combined variation (I, R, M)

Functions:

Radicals:

• Graphing linear functions (R, M)

• Operations with radicals (R, M)

• Domain & range (I, R)

• Simplifying radical expressions (R, M)

• Equations of lines (Standard, Point-slope, Slope-intercept) (R, M) • Parallel & perpendicular lines (R, M)

• Solving radical equations (I, R)

• Piecewise functions (I, R)

• Complex numbers (I, R)

• Transformations of (I, R) Absolute value functions Quadratic functions Radical functions

Quadratics:

• Completing the square (I, R, M) • The quadratic formula (I, R, M)

• Operations on functions (I, R)

• The discriminant (I, R, M)

• Composition of functions (I, R)

• Quadratic word problems (I, R, M)

Systems of Linear Equations & Inequalities:

• Methods of solving systems of linear equations (R, M) Graphically Algebraically Elimination Method Substitution Method • Solving systems of equations in three variables (I, R) • Word problems (R, M)

• Graphing systems of inequalities (I, R, M)

• Rationalizing the denominator (R, M)

• Minimum/maximum (I, R, M)

• Graphing quadratic functions (I, R, M) Vertex form Axis of symmetry

Conics:

• Locus definition of a parabola • Horizontal parabolas • Circles

Polynomials:

• Rules of exponents (R, M) • Factoring (R, M) Greatest common factor Grouping Perfect square trinomial Difference of two squares Factorable trinomial Difference/Sum of cubes

• Polynomial long division (I, R) • Synthetic division (I, R)

• Solving quadratics by factoring (R, M) • Solving exponential equations (I, R)

The Dalton School Middle School Curriculum Guide

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MATHEMATICS

Math 4

Math 7

The mathematics program in the 4th grade builds upon the skills and concepts introduced in the First Program. Exercises in algebraic thinking, searching for patterns, and deconstructing word problems allow for developing a range of problem-solving strategies.

Underpinning all units is an emphasis on place value in the base 10 number system. In addition, the program introduces the long division algorithm, and students are expected to master their multiplication and division facts and become fluent in multiplication with large numbers.

The 7th grade math curriculum builds on the pre-algebra learned in 6th grade. During the fall semester, 7th grade students review several elementary algebra skills and concepts and then begin to extend their knowledge base. They study Linear Equations, Exponents, Radicals, and Polynomials. During the second semester, they explore the Cartesian Plane and Systems of Equations. Students end with a study of Plane Geometry, focusing on angle relationships and area and classification and area of polygons. The program regularly challenges conceptual students to apply their skills to understand complex, topic-related problems and extend their thinking with a study of Matrices.

Students deeply explore fractions and learn to find equivalents, order and compare, and add and subtract rational numbers. The understanding of place value is further deepened through an introduction to decimals, their relationship to fractions, and their use in basic operations. Our study of geometry focuses on polygons, area and perimeter of quadrilaterals, and spatial logic. Throughout the year we incorporate measurement skills.

Math 5 Fifth grade mathematics is the final year of basic arithmetic. Children solidify the computational skills introduced and reinforced in 4th grade in anticipation of 6th grade pre-algebra, where the facile application of these skills will be necessary. While solidifying their computational ability, students strengthen and deepen their conceptual understanding and utilize both in deep dives into problem-solving. Children apply the four basic operations to whole numbers, fractions, and decimals. In addition, the students explore concepts related to place value, number theory, data analysis, and plane geometry. As the children examine all areas of study, they further develop their number sense, specifically their estimation skills, to evaluate the reasonableness of their answers.

Math 8 The 8th grade algebra program is an extension of and a carefully constructed sequential step in the work students explored in the 7th grade. The curriculum is an Algebra I course with additional Algebra II topics for the conceptual sections. Students learn the material by analyzing and studying statements, illustrations and examples.

Coursework Includes:

Solving first degree and literal equations and inequalities, operations with polynomials, Factoring, Solving simultaneous equations, Working with functions, and Simplifying rational and irrational expressions. In addition, the conceptual sections complete enhanced function work, connect solving quadratic equations with their graphic representations, and apply algebra skills to solving advanced equations.

Math 6 The 6th grade pre-algebra curriculum is a transition from the arithmetic-based curriculum of 5th grade to the beginning algebra presented in 7th grade. The course reinforces the computation, estimation, and problem-solving skills necessary for a solid foundation in mathematics, while also exposing students to algebraic concepts and developing their abstract reasoning skills. Word problems are incorporated throughout the year to support and strengthen students’ facilities in applying their knowledge. In 6th grade students extend their computational skills with whole numbers, decimals, and fractions to include operations with integers, exponents, and rational numbers. They broaden and deepen their understanding of ratio, proportion, and percent concepts, and also use the language of algebra to write and solve equations. In addition, 6th grade math introduces the Cartesian Plane and incorporates long-term assignments, including a graphing project and the Stock Market Game. Finally, during the interdisciplinary Greek Festival, students research Greek temples and build scale models.

The Dalton School Middle School Curriculum Guide

SCIENCE

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Mission Statement | Science Science is the lens through which we understand our universe. Therefore, it is more vital than ever to scientifically educate citizens as we engage in this new century of unprecedented change and challenge. Scientific progress and the technological and environmental choices we make primarily determine the future of our planet, species, and society.

Scientific education is built upon the joys and satisfactions of questioning, discovering, and understanding. The scientist’s commitment to objectivity and analysis helps dispel ignorance, superstition, and prejudice. We revel in the increased sense of independence and competence that results from looking at phenomena and figuring out what is happening. Sound training in scientific thinking has a broad application – it is as helpful in the boardroom or the courtroom or town hall as in the laboratory. A scientific education can also develop a deeper sense of appreciation of the natural world, and a more richly enjoyed life can follow.

The Dalton Science Department is committed to educating its students to: • Work and act as scientists do

• Observe, explore, experiment, hypothesize, model, analyze, critique like a scientist • Speak, read and write like a scientist

• Apply previous learning to new situations

• Graduate scientifically literate, with core understandings and knowledge

• Understand and appreciate the power, beauty, and limitations of science Approach scientific issues and questions appropriately, with: • Curiosity

• Open-mindedness

• Rational skepticism • Imagination

• Willingness to take intellectual risks • Desire to learn more

• Capacity to work both independently and collaboratively

• Take moral and intellectual responsibility towards present and future generations in all actions, as a citizen or as a scientist.

Science 4

Science 5

Science in 4th grade aims to instill a sense of questioning in students. The Assignments in the 4th grade curriculum include, but are not limited to: Ecosystems; Rocks and Minerals; Matter; Energy; and Simple Machines. In each Assignment, we ask students to use observations to generate questions that can lead to an investigation. By approaching their learning experiences the same way a scientist would approach an investigation, students access and challenge their prior conceptions of the natural world. Each Assignment is taught through social justice lens, and we are deeply committed to fostering an anti-racist school community. Fourth grade students work collaboratively with classmates to conduct, record and interpret observations, and apply new knowledge to novel situations. Cooperative learning and a hands-on, inquirybased approach are key to sparking the children’s curiosity in their science learning.

The 5th grade science program approaches science in an inquirybased manner. Students develop scientific questions, design experiments, make observations, and collect data to make inferences and draw conclusions.

The Assignments in the 5th Grade curriculum include Light, Planetary Conditions, Plant Investigation, Unseen Life, and an end-of-year independent research project. Students will build their conceptual understanding throughout the year by accessing and elaborating on their prior knowledge and then applying it to new situations. Our curriculum teaches the Assignment through a social justice lens, and we are deeply committed to fostering an anti-racist school community. It is vital that students participate in class discussions and engage productively in group work. Students are routinely asked to analyze and interpret their observations, sequence their ideas logically, and support their thinking with evidence.

The Dalton School Middle School Curriculum Guide

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SCIENCE

Science 6

Science 8

Students in 6th grade science advance their study of the scientific method and the principles of scientific inquiry that they began in the 4th and 5th grades. Students research carefully-chosen materials and phenomena and understand fundamental scientific concepts through experiment and discussion.

In 8th grade, students investigate the forces and events that we observe on our planet today and research how these help us understand the evolution of our planet. Students also study the solar system and the history of the universe as these provide a context and much valuable information for understanding the Earth.

The year consists mainly of physical science content with some environment and earth-related topics also covered. The first Assignment is an extensive look at the behavior of matter with a particular focus on heat and pressure. Initial experiments focus on the expansion of solids, liquids, and gases. Students use abstract models of the kinetic behavior of atoms and molecules to construct explanations of observed phenomena. Later, students apply their understanding of kinetic theory to explain phase changes and various observations related to gas pressure.

The next Assignment looks at climate change. Students explore the causes and effects of climate change as well as potential solutions. In the winter, students begin an Assignment on electricity. Explorations focus on applying atomic theory to explain the flow of electric current. Students also explore circuits, magnetism, and electromagnetism. An engineering project of their own design and construction calls upon their understanding of electricity concepts. The year culminates with an Assignment on geology and paleontology. After studying the rock cycle, fossil formation and classification, and geological time scales, students engage in a computer-simulated fossil dig called “Dinosaur Canyon.” Using rock and fossil discoveries, students draw conclusions about past environments.

Throughout the year, students use scientific inquiry to help build their understanding. They look at patterns and data to arrive at conclusions about the processes that shape the Earth. When necessary, physical science concepts are studied to give students the conceptual tools to make sense of the planet’s dynamic processes.

Science 7

The year begins with a study of earthquakes and the wave propagation of energy. Students piece together a picture of Earth’s interior by looking at information from earthquake waves that have traveled through the planet. Next, students look at volcanoes and what they can tell us about the shifting nature of the planet’s crust.

In order to fully understand plate tectonics, students undertake an in-depth study of density, including an engineering project based on this concept. Our students accomplish a complete study of plate tectonics by examining the accumulated observations of the 19th and 20th centuries that pushed the scientific community towards this important revolution in earth science. The course then shifts scale to look at the atomic structure, isotopes, and radioactivity.

This Assignment builds toward an understanding of how we utilize radioactive decay to find the ages of old materials. This is followed by a study of the Universe and Earth’s place within it. Particular emphasis is placed on the role of gravity in the formation of the solar system, galaxy, and the universe. The final Assignment is a study of climate and the drivers of Earth’s major climatic patterns, particularly solar energy.

In 7th grade science, we explore human behavior, how we function and thrive in our environment, how we understand ourselves as unique, individual organisms integral to small and large communities. We also examine how we have come to understand all of this through the science of learning.

The Dalton School Middle School Curriculum Guide

COMPUTER SCIENCE & ENGINEERING

COMPUTER SCIENCE & ENGINEERING The Computer Science and Engineering programs at Dalton today provide an opportunity for students to learn how to break down and tackle large challenges. By emphasizing how to embrace experimentation and failure, the program gives students a system for meeting future challenges. In the First Program, educational technologists from the New Lab work closely with faculty to introduce technology tools for learning in purposeful, responsible, and developmentally appropriate ways that support the core curriculum.

Within this context, New Lab collaborates with First Program teachers and computer science department colleagues to introduce all K-3 youngsters to the field of computer science. In addition, technologists work with teachers to introduce students to engineering activities.

Often these explorations begin as an individual class project that we share with the rest of the grade and division for potential expansion in subsequent years. Critical to both pursuits is a value on the iterative process. The program sees computer science and engineering experiences as tools for Assignments in all subjects for problem solving, self-expression, and collaboration.

Students practice their engineering skills in Dalton’s robotics courses and in various competitions. Recently, each mixed-age class designs, builds, and programs a robot for the FIRST Tech Challenge, an international competition. Fabrication techniques used include 3D printing, laser cutting, milling, and traditional machining. The Dalton Robotics Team has placed in the top one percent and advanced to the World Championship in each of the past many years.

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MUSIC

Mission Statement | Music Our mission is to help our students experience the feeling of pride, responsibility, and joy that comes from learning to read and perform music in a safe and inclusive environment.

The sequential Middle School curriculum seeks to achieve these specific goals and objectives: • To inspire and encourage students to be patient with themselves and each other as they learn this new craft.

• To develop technical skills as a vehicle for self-expression, building confidence and self-esteem as a musician.

• To guide each student to accept new challenges to achieve success as an individual and ensemble member.

• To nurture what we hope will become a lifelong love for music.

Chorus | Concert Band - MS | Jazz Ensemble - MS | Percussion Ensemble | String Orchestra Students who have developed the appropriate skills and motivation to continue music become 7th and 8th grade Percussion Ensemble members. The ensembles feature carefully selected music literature for each performance representing a broad spectrum of periods, styles, and cultures designed to be suitable, challenging, and satisfying.

Middle school performers often join the high school groups for attendance at masterclasses and performances given by visiting professionals. Schedules permitting, some exceptionally advanced instrumentalists may be invited to join the High School Orchestra after consultation and/or audition with the Director.

In addition to the winter assemblies and the annual spring concert, we pursue other performance opportunities to allow the groups to share their achievements. Past venues have included nursing homes, holiday store events, the Interschool Choral Festival for the Chorus; Interschool Instrumental Festival at Alice Tully Hall for various ensembles; and the “Music in The Parks” adjudication for the Jazz and Percussion Ensembles where they recently received Excellent and Superior ratings.

The Dalton School Middle School Curriculum Guide

MUSIC

Music 4

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6th Grade Music

Fourth graders spend half the year in General Music and half the year rotating through introductory brass, percussion, string, and woodwind classes. The General Music classes focus on developing music reading, listening, and singing, and the instrumental classes concentrate on the physical skills used to play each family of instruments. At the end of the year, the students, teachers, and parents communicate to help determine the area of most interest and compatibility to ensure an informed selection for an area of specialization in grades five and six. The students select one of the following: Chorus, Violin, Viola, Cello, Flute, Clarinet, Saxophone, Cornet, Trombone, French horn, or Percussion.

Class Description:

First year of specialization in one of six areas: Chorus, Strings (violin, viola), Low Strings (cello, bass), Woodwinds (flute, clarinet, saxophone), Brass (cornet/trumpet, trombone, French horn), or Percussion.

Music 6: Brass Music 6: Chorus Music 6: Low Strings Music 6: Percussion

5th Grade Music

Music 6: Violin

Class Description:

First year of specialization in one of six areas: Chorus, Strings (violin, viola), Low Strings (cello, bass), Woodwinds (flute, clarinet, saxophone), Brass (cornet/trumpet, trombone, French horn), or Percussion.

Music 5 Specialists in the chosen area of study teach each class and ensure that the students are properly prepared and correctly guided through these new and formative stages of music-making.

Choral students develop the fundamentals of vocal production by working on their intonation, range, and sight-reading with the use of solfege and unison and two-part literature drawn from many sources and composers. The instrumental classes use published methods found to be most helpful for developing technique and reading and are supplemented by studies and arrangements that suit a particular class’s needs.

Music 6: Winds The program designs intermediate music classes to increase the learning pace to prepare students for more advanced studies in the future. As they learn to sing or play a larger volume of music and with more skill, their enjoyment will increase.

Classes and mixed ensembles have several opportunities to perform throughout the year, including assemblies, the Greek Festival (part of the sixth-grade academic curriculum), and the annual spring concert.

Instrumental classes are divided into specific sections: Cornets separated from trombones and French horns; flutes from clarinets and saxophones; and cellos from violins and violas. As the year progresses, the families of instruments are slowly brought back together for ensemble work. We celebrate this first full year of study with a concert for the parents in the spring.

Music 5: Violin The program designs beginning violin classes to introduce students to the instrument and help them develop the self-discipline necessary to work successfully in ensembles. Students learn proper practice and rehearsal techniques and the differences between the two. Reading music is emphasized, as are correct rest and playing position and posture. Students also work on proper tone production, fingering, and bowing; flutes from clarinets and saxophones; and cellos from violins and violas. As the year progresses, the families of instruments are slowly brought back together for ensemble work. We celebrate this first full year of study with a concert for the parents in the spring.

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MUSIC

4th Grade Music Skills

5th Grade Music Skills

Class Description:

Class Description:

General music - 18 weeks of classes.

Introduction to the instruments: Six weeks each of violin, clarinet and flute headjoint, cornet mouthpiece, and percussion.

Study Skills: • Develops self-discipline necessary to achieve one’s musical best and work successfully in ensembles (R) • Being supportive of and exercising patience with fellow musicians (I)

Theory:

• Learns basic rhythmic and melodic components through listening, counting, clapping and singing (I)

General Music (18 Weeks):

• Singing Develops basic vocal technique, correct singing posture and breath support (R, I) Develops standard repertoire of children’s literature—seasonal, immigration, patriotic songs, including study of a shortened libretto of “HMS Pinafore” (I) • Reading Learns basic rhythms clapped and spoken and written in music notation; note names learned from C to G above the treble clef staff (I) Performs repertoire at specific level of difficulty on tone bells (I) Learns to recognize instruments of the orchestra through hearing recorded and live performances of standard repertoire (I)

Instrumental:

• Learns proper instrument handling and maintenance (I) • Technique Understands correct rest and playing position & posture (I) Learns proper tone production (I) Learns proper fingering and/or bowings (I) • Tuning Understands & demonstrates awareness of pitch accuracy (I Pitch matching (I) • Rhythm Develops ability to count, clap or play basic binary rhythms using oral counting system (R, I) • Performance Learns to play beginning scales and songs (I)

First year of specialization in one of six areas: Chorus, Strings (violin, viola), Low Strings (cello, bass), Woodwinds (flute, clarinet, saxophone), Brass (cornet/trumpet, trombone, French horn), or Percussion.

Study Skills: • Develops self-discipline necessary to achieve one’s musical best and work successfully in ensembles (R) • Exercises patience with self and others (R) • Prepares theory assignments (I) • Learns proper practice and rehearsal technique and the difference between the two (I)

Theory:

• Learns rhythmic, melodic, and harmonic structure through listening, reading, singing, writing, and playing (R, I) • Identifies time and key signatures (I) • Identifies dynamic and tempo markings (I) • Identifies words and symbols that guide the performer through a piece of music (I)

General Music (18 Weeks):

• Vocal Technique Develops embouchure, singing posture, and breath support (R) Develops ability to blend with other voices (I) • Music Reading Learns solfege and intervals and to read sections of songs by sight (I) Learns to control dynamic levels in vocal performance (I) • Unison and Part Singing Learns acapella and accompanied songs, unison, and two-part singing in English and another language, sometimes combining with the 6th Grade Chorus (I) • Repertoire Studies music of Irving Berlin, George Gershwin, and Cole Porter (I)

Instrumental:

• Learns proper instrument handling and maintenance (R) • Technique Understands correct rest and playing position & posture (R Learns proper tone production (R) Learns proper fingering and/or bowing (R,I) • Tuning Understands & demonstrates awareness of pitch accuracy (R) Pitch matching (R) • Rhythm Develops ability to count, clap, or play multiple binary rhythms using oral counting system (R, I) • Performance Develops ability to prepare and perform lessons in first-year method book (I) • Develops ensemble skills to join other classes for concert work (I) • Learns to follow a conductor (I)

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6th Grade Music Skills

7th/8th Grade Performance Groups

Study Skills:

Study Skills:

• Develops self-discipline necessary to achieve one’s musical best and work successfully in ensembles (R) • Being supportive of and exercising patience with fellow musicians. (I) • Prepares theory assignments (R) • Learns proper practice and rehearsal technique and the difference between the two (R)

• Develops self-discipline necessary to achieve one’s musical best and work successfully in ensembles (R) • Exercises patience with self and others (R) • Learns proper practice and rehearsal technique, and the difference between the two. (R) • Learns to prepare in a timely fashion for winter and spring concerts (I)

Theory:

• Learns additional theory through performance repertoire (R, I)

• Learns rhythmic, melodic, and harmonic structure through listening, reading, singing, writing, and playing (M, R, I) • Identifies time and key signatures (M, R, I) • Identifies dynamic and tempo markings (R) • Identifies words and symbols that guide the player through a piece of music (R)

Choral:

• Vocal Technique Develops embouchure, tone quality, and unison choral singing through more developed choral posture, breath support, intonation, and blend strategies (R) • Music Reading Sings larger sections of songs with interval recognition and solfege; identified by sight and by ear; and interprets more sophisticated dynamic levels with greater accuracy (R, I) • Repertoire Learns songs in unison and two and three parts in several languages (R, I) Boys learn to adjust to their changing voices (I) Prepares for increased amount of performances (R, I)

Instrumental:

Theory:

Choral: 7th/8th Chorus

• Learns to develop individual voice (R, I)

• Develops complex sight-singing and interval study (R, I)

• Learns increased amount of SAB and SSA repertoire (R, I)

• Increases appreciation and awareness of the art by rehearsing and performing with the High School Chorus and by attending Metropolitan Opera final dress rehearsals. (I)

Instrumental: 7th/8th Wind Ensemble and String Ensemble

• Learns proper instrument handling and maintenance (R) • Technique Understands correct rest and playing position & posture (R, M) Learns proper tone production (R) Learns proper fingering and/or bowing (M, R, I) • Tuning Understands & demonstrates awareness of pitch accuracy (R) Learns selected repertoire from various cultures and periods (I) Learns to follow a conductor (R) Develops ability to balance within a section and with a full ensemble (R, I)

• Learns proper instrument handling and maintenance (R) • Technique Understands correct rest and playing position & posture (R) Learns proper tone production (R) Learns proper fingering and/or bowing (M, R, I) • Tuning Understands & demonstrates awareness of pitch accuracy (R) Develops ability to match pitches (R) • Rhythm Develops ability to count, clap or play multiple binary rhythms using oral counting system (R, I) • Performance Develops ability to prepare and perform lessons in method book (R) Develops ensemble skills to join other classes for concert work and to form duos and trios (R, I) Learns selected repertoire from various cultures (I) Learns to follow a conductor (R)

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THEATER

Mission Statement | Theater The Dalton Theater Department takes as its mission: • To build a community and culture of learning, collaboration, and creative theater art through curriculum and production;

• To nurture collaborative relationships among young theater artists as they make meaning with text, voice, music, rhythm, movement, light, form, texture, and color; • To develop in our students’ habits of observation, self-study, and critical commentary which are generous in spirit, insightful, and helpful; • To bring to life before the Dalton community a broad range of dramatic literature, performance styles, and challenging programming

• To offer as many students as possible opportunities to participate in the unique conjunction of work and play, instruction and delight, that is the Art of Theater

5th Grade Theater

7th/8th Theater Tech

Emphasis is placed on the following theater skills:

Emphasis is placed on the following theater skills:

• Tongue twisters • Mime exercises • Animal imagery • Detailed examination of the process of designing and building the sets for the main stage shows • Memorizing poems and short monologue

• Extensive use of hand and power tools • Working with the designer’s models and elevations • Employing a variety of painting techniques • Solving challenges of designing and building original props • Learning basic sewing skills by building masks • Writing and creating puppets for an original puppet show

Theater 6

Theater 7/8

In 6th grade, theater class is tied closely with English class and the annual Greek Festival. Students begin with basic theater study in voice, text, and choral movement and move to more sophisticated work in developing group acting technique, recital, and devising.

In the latter half of 6th grade theater, the students work more intently on writing their own first-person narrative monologues from the point of view of their selected Greek character (Gods to men) and work with their English teachers and GF directors to write, edit, rehearse and perform their own monologue in the Greek Festival as well as acting in support of other monologues through group acting, mime, music, and dance. Students/ directors (for monologues) focus on character creation and development for performance which enhances understanding and personal connection.

7th/8th Grade Acting Emphasis is placed on the following theater skills: • Tongue Twisters • Improvisation exercises • Student writing assignments, including short scenes and monologues • Shakespeare insult contest • Juggling workshop • Vocal warm-ups and voice exercises

In 7/8 Theater, students enter into a more serious relationship with text and character. our program uses scene study with the intent of helping students work with intentions and connect with a character’s motivations. The goal is for them to commit to interpreting a text rather than simply reading words. We use improvisation exercises to develop strong interaction with scene partners, help students be “in the moment,” and promote an emotional, rather than intellectual, connection with the scene.

Students create their own text in response to writing assignments. They also study the mechanics of the vocal instrument, working with exercises to build vocal strength and help them discover and make use of their different resonators.

Theater Tech 7/8 Theater Tech centers around helping build the sets for the three main stage productions and DTW. This is real work, incorporating manual and power tools, painting, modeling techniques, and learning the specific skills that distinguish building for the theater.

In addition, students are exposed to the design components, working from the models and ground plans. As a result, they are integrated fully into the collaborative process and feel a strong connection to each production. When not building sets, the class engages in a buoyant investigation into less familiar theatrical worlds, like puppetry and Noh. They will also work on fun projects involving costume and prop design and building.

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Mission Statement | Dance The Middle School Dance Program at Dalton approaches dance as an intellectual and creative art form concerned with expressing and communicating ideas in an academic environment. With the physical body as the means to experiential learning, our program utilizes various classical, post-modern, traditional and contemporary dance forms to support individual learning styles, interests, and abilities. Our dance faculty encourages developing a unique creative voice, expressive power, perception, collaboration, and physical sophistication in a supportive environment. Class assignments and projects are oriented around the Dalton tradition of community building by inviting, and often incorporating, the entire student body to witness or participate in the joyous powers of dance.

Dance 4

4th Grade Dance Emphasis is placed on the following dance skills: Dancing in my Kinesphere, Trace Forms, Personal/General Space Levels, Spoking, Arcing & Carving, Identifying Preferences, Movement Observation, Improvisation, Shape Forms, Active Stillness, Locomotor Movement, Pathways, Relationship, Awareness of Self/Other, Sharing my Kinesphere, Negative/ Positive Space, Unity and Contrast, Non-verbal Communication, Physical Listening, Creative Collaboration, Kinesthetic Empathy, and Meaning Making

4th Grade Dance (One Trimester) Fourth grade students discover new aspects of themselves, build strong bodies, and work collaboratively as members of a creative and physically expressive community. As a result, they acquire increased body awareness and a stronger sense of self in space, improved gross motor skill and coordination, greater impulse control, and more balanced expressive/receptive ability.

Emphasis is on full-bodied physicality, cultivating kinesthetic empathy, and discovering the joy of movement.

Journey Dance:

5th Grade Dance Emphasis is placed on the following dance skills: Reviewing 4th grade skills, Spatial Awareness, Strength Development, Coordination, Partnering, Counter Weight, Timing & Rhythm, Dance Composition, Sharing Dances, Speaking about Dances, and Stage Directions

This course culminates in Journey Dance, an Assignment that integrates with the grade-wide study of immigration.

Students infuse intention and meaning into class concepts by creating original movement phrases, gestures, and vignettes.

These elements are woven together into a living expression of learning.

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DANCE

7th/8th Grade Dance Emphasis is placed on the following dance skills: Weight Shifting, Initiation and Sequencing, Core Support, Core Accommodation, Patterns of Body Connection, Kinespheric Reach, Eye Tracking, Spatial Intent, Planar Movement in Space, Moving in 3 Dimensions, Dynamics/Effort Qualities, Rhythmic Complexity, Partnering/Weight Sharing, Counter Reach, Improvisation, Solo, Duet, and Group Forms, Learning Phrases, Phrase Manipulation, Elements of Composition, Movement and Style Analysis, Site-Specific Dance Making, Dancing for Film, Performance Intention, Expression/Communication, and Ensemble Work

Dance 7/8 Dance 5 Each class begins with a warm-up to prepare students for a high-energy and athletic dance class focusing on coordination, rhythm, core strengthening, across-the-floor jumps, and basic dance combinations. Instructors give students in-class assignments to ignite the imaginative process and stimulate a kinesthetic response. We introduce compositional tools as students learn to dialogue constructively about the dances made in class. Fifth graders engage in an exploration of individual identity as they celebrate both personal uniqueness and shared connection in the community through dance.

6th Grade Dance Emphasis is placed on the following dance skills: Beginner Dance Technique, Body Awareness, Rhythm and Timing, Core Strength, Partnering, Weight Sharing, Counter Weight, Inversions, Improvisation, Collaboration, Dynamic Change, Jumping and Leaping, Finding Personal Voice, Collaborative Composition, Discussion of Choreography, Performance Energy, Stage Fundamentals, and Ensemble Work

Dance 6 Sixth grade students expand their movement vocabulary and their ability to express themselves as individuals and as collaborators physically. Creative compositional assignments and improvisational structures are woven into weekly activities to expand creativity and encourage risk-taking. There is a focus on developing dance techniques through spatial and rhythmic challenges that build strength and coordination. Phrase learning and dance making enable students to synthesize their skills and make interdisciplinary connections. Sixth graders have the opportunity to engage in Greek Festival Dance, which integrates with the grade-wide study of Ancient Greece and culminates in a live performance on the Martin Theater stage.

The 7th and 8th grade dance program offers a wide variety of dance techniques and creative experiences to develop students’ functional and expressive movement potential. The class facilitates technical ability by increasing body awareness, balancing mobility with stability, developing coordination and rhythm, and building students’ movement vocabulary. A range of dance styles, including modern, hip hop, West African, and Dances of the African Diaspora, are introduced and explored in their social, historical, and cultural contexts. The creative aspect of this class integrates improvisation, composition, and performance. Individual expression takes on a deeper meaning as students begin to grapple with self, identity, and relationship issues, issues often reflected in their dance making. Our curriculum provides opportunities for students to bring their diverse backgrounds and individual movement interests into the studio to share with one another in a safe environment of risk-taking and mutual respect.

Assignments include creating original movement phrases, manipulating movement material, discovering dynamics, reconstructing a dance master’s choreography, analyzing dance videos, and performing in a Flash Mob. This course features a site-specific dance video project called DanceWAVE (Working Artists Video Ensemble) that culminates the year. Students work together to create a dance video set in a wide range of locations in and out of the school. Guest artists and class trips to professional dance performances are an integral part of the curriculum. This course provides an excellent foundation for future participation in the High School Dance program.

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Mission Statement | Visual Arts The Middle School Art curriculum encourages personal expression and inventive thinking through the imaginative exploration of art materials and methods. The program emphasizes a genuine art studio experience that stresses visual imagery and the elements of art: line, shape, color, pattern, texture, and space. Assignments encourage students to expand their artistic skills, broaden their visual perception, and develop facilities with a range of media. The assignments are structured and sequential, but they encourage a variety of creative responses.

The studio environment fosters a sense of community, compassion, and respect for every student’s work process and creations. By introducing artists whose work is intriguing, we teach art history in a dynamic, hands-on manner. The artwork is visually compelling in its aesthetic and sense of design and diverse in culture, ethnicity, gender, style, time period, and media. We also teach assignments inspired by self-taught artists who are intent on making art despite psychological challenges. Our artistic practice inherently values different voices and is sensitive to others’ perspectives. In the art studio, students “have opportunities to consider other viewpoints” (Kohlberg). As our students become receptive to the vision of other artists, they find their own voice and take risks to articulate their personal aesthetic. In light-filled art studios, teachers who are also artists share their love of making art. They offer every child the opportunity to feel a sense of accomplishment.

The rich studio experience exemplifies The Dalton Plan because students build knowledge actively as they work on assignments in class and lab. The Art Department considers every child an artist and honors their artwork by displaying it throughout the school professionally. Our aesthetic celebrates the subtle and beautiful irregularities of art made by the human hand. Students learn to work with focus and discipline, making thoughtful artistic choices about their creations.

4th Grade Visual Arts Skills Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Work with tempera paint, watercolor, colored pencils, collage, pastels, printmaking, and book-making materials (I) • Cut and glue accurately (I) • Use a variety of brush sizes and types (I) • Work with three-dimensional materials such as clay, wood, sewing, and mixed media (I)

Understand and apply the elements (line, shape, color, texture) and principles of art (positive and negative space, composition, balance, unity, repetition, rhythm, and variation): • Represent objects, people, animals, landscapes, cityscapes through drawing (I)

• Compose creatively with shapes in two and three dimensions (I) • Understand the role of chance and imagination in the art making process (I)

Spatial Organization:

• Consider arrangement, balance, and unity of forms within the frame of the composition (I) • Understand scale, overlapping shapes, positive and negative space, background and foreground (I) • Construct interesting forms with wood, wire, cloth, and clay (I)

Observational Skills and Visual Perception: • Use line to delineate forms. (I) • Measurement techniques with hands. (I)

Color Mixing and Color Theory:

• Understanding and applying Color as an expressive medium (I) • Color schemes: Using Warm and cool colors complementary colors (I)

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5th Grade Visual Arts Skills Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Work with tempera paint, watercolor, colored pencils, collage, pastels, printmaking, and book-making materials (R) • Cut and glue accurately (R) • Use a variety of brush sizes and types (R) • Work with three-dimensional materials such as clay, wood, sewing, and mixed media (R) • Measure with a ruler (R)

Understand and apply the elements (line, shape, color, texture) and principles of art (positive and negative space, composition, balance, unity, repetition, rhythm, and variation):

• Represent objects, people, animals, landscapes, cityscapes through drawing (R) • Compose creatively with shapes in two and three dimensions (R) • Understand the role of chance and imagination in the artmaking process (R)

Spatial Organization:

• Consider arrangement, balance, and unity of forms within the frame of the composition (R) • Understand scale, overlapping shapes, positive and negative space, background and foreground (R) • Construct interesting forms with wood, wire, cloth, and clay (R)

Understand and apply the elements (line, shape, color, texture) and principles of art (positive and negative space, composition, balance, unity, repetition, rhythm, and variation):

• Represent objects, people, animals, landscapes, cityscapes through drawing (R) • Compose creatively with shapes in two and three dimensions (R) • Understand the role of chance and imagination in the artmaking process (R)

Spatial Organization:

• Consider arrangement and balance of forms within the frame of the composition (R) • Consider relationship of figure and ground, positive and negative space within the composition (I)

Observational Skills and Visual Perception: • See and record edges (R) • Blind contour drawing (I) • Modified contour drawing (I) • Monitor spatial proportions and relationships (I)

Color Mixing and Color Theory:

• Primary, secondary, tertiary colors, complementary colors, tints, and shades (R) • Use color to convey distance (I)

Observational Skills and Visual Perception: • Use line to delineate forms (I) • Measurement techniques with hands (I)

Color Mixing and Color Theory:

• Understanding and applying color as an expressive medium (I) • Color schemes: Warm and cool colors (R) • Primary, secondary, and tertiary (I) • Complementary colors, tints, and shades (I)

6th Grade Visual Arts Skills Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Manipulate shapes using scissors and glue (R) • Controlling paint: amount of paint and water on brush, size of brush (R) • Fashion a relief image in clay (I) • Carve a relief image in rubber stamps and linocut prints (R) • Record edges with a contour line (R)

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7th Grade Visual Arts Skills Drawing and Design

8th Grade Visual Arts Skills Painting

Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media:

Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media:

• Control pastels, tempera, watercolor, colored pencils, collage, and printmaking • Cut and glue accurately

• Work with pastels, tempera paint, colored pencils, collage, printmaking, and acrylics (I)

Application of the Elements and Principles of Art:

• Draw geometric shapes, natural forms, animals, and cityscapes (I) • Compose creatively with shapes (R)

• Draw geometric shapes (I), objects, people, and cityscapes (R) • Compose creatively with shapes • Create a sequence of visual ideas in a book (I) • Communicate ideas through images

Spatial Organization:

• Understand scale, overlapping shapes, positive and negative space (R) • Understanding one and two-point perspectives (R)

Observational Skills:

• Use line to delineate form • Use the viewfinder to isolate interesting composition (I) • Measure with a ruler • Use grid to enlarge drawings (I) • Understand the proportions of the face and figure (I)

Color Mixing and Theory:

• Understand color as an expressive medium (R) • Create texture and atmosphere with paint (I) • Color schemes: complementary colors, warm and cool colors, tints and shades, primary, secondary, and tertiary colors (R)

7th Grade Visual Arts Skills Dimensional Design Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Spatial acuity and control: Model a preconceived form in clay Measure and compare relative proportions (I)

Application of the Elements and Principles of Art:

Spatial Organization:

• Understand scale, overlapping shapes (R) • Use of aerial and linear perspective (R)

Observational Skills:

• Use line to delineate form • Use the viewfinder to isolate an interesting composition (I) • Measure with a ruler (R)

Color Mixing and Theory:

• Understand color as an expressive medium (R) • Color symbolism: creation of texture and atmosphere with paint (I) • Color Schemes: monochromatic color, warm and cool colors, tints and shades, primary, secondary, and tertiary colors (R)

Understand, Create, and Manipulate Three-Dimensional Space in a Two Dimensional Medium: • Use value and chiaroscuro as a means of creating volume and depth • Use one-point perspective to create depth (I)

Use of the Language of Art to Describe and Interpret Works of Art: • Class critiques: analysis of other students’ artwork (R) • Self-analysis and self-reflection in terms of the elements of art (R)

Art History and Cultural Context:

Spatial Organization:

• Understand and create simple structural systems and how they can interact with gravity (I)

• Attain familiarity with a wide range of works of art by major artists who inspire various assignments (R)

Observational Skills:

• Measure, and compare relative proportions (I) • Measure accurately and use simple geometry (R) • Find perpendicular angles, measure angles with a protractor, use pi to find the circumference (I)

Understand, Create, and Manipulate Three Dimensional Space in a Two-Dimensional Medium: • Use one and two-point perspectives in a drawing (R) The Dalton School Middle School Curriculum Guide

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8th Grade Visual Arts Skills Ceramics Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Spatial acuity and control of clay in variety of conditions (R) • Control major and minor body movements on a potters wheel (R)

Application of the Elements and Principles of Art: • Construct variety of three-dimensional shapes (R) • Compose three-dimensional objects (R)

Spatial Organization:

• Make three-dimensional forms by adding and taking away material (R)

Observational Skills:

• Follow complex steps to create pots on a potters wheel (R)

Understand, Create, and Manipulate Three-Dimensional Space in a Two-Dimensional Medium: • Transferring two-dimensional drawing into three-dimensional forms (R)

Art History and Cultural Context: • Learn skills used by ancient cultures for building functional and sculptural ceramics (R)

8th Grade Visual Arts Skills Photography

Art History and Cultural Context):

• Attain familiarity with various master photographers who inspire various assignments (I)

Art 4 Fourth grade students learn about various artists and receive an introduction to drawing, painting, collage, sculpture, sewing, and mixed media. Specific assignments introduce the basic vocabulary of art: line, shape, color, volume, space, and composition. Working from observation and imagination, students create abstract and representational art. They are encouraged to make thoughtful choices about the balance, variety, and unity of their compositions. Art assignments include a tactile paper collage inspired by Kurt Schwitters, a quilt based on the work of the African American women of Gee’s Bend, as well as pieced textiles from various Asian cultures, an observational drawing of a pumpkin that introduces ways to achieve an illusion of volume, a painting of a natural form in the monumental style of Georgia O’Keeffe, a drawing of repeated objects inspired by self-taught artist Heinrich Reisenbauer, and a watercolor painting in the style of Paul Klee. Every art teacher includes an assignment related to their area of expertise. These include an introduction to the potter’s wheel, creating a found object circus inspired by Alexander Calder, constructions based on the work of self-taught artist James Castle, woodworking, papermaking, Japanese marbling, handmade books, and sewing. Students develop fine motor skills, eye-hand coordination, and perception of edges, shapes, proportions, and facilities with various materials as they respond to these assignments.

Fine Motor, Eye-Hand Coordination, Ability to work with a variety of materials and media: • Work carefully with photographic chemistry (I) • Work with collage, sewing, and drawing (R)

Application of the Elements and Principles of Art:

• Judge photographic contrast and tonality (I) • Create artwork and transfer visual ideas with computer software (Adobe Photoshop) (I)

Observational Skills:

• Follow complex steps to create pots on a potters wheel (R)

Understand, Create, and Manipulate Three-Dimensional Space in a Two-Dimensional Medium: • Isolating composing a photograph based on observation (I)

Use of the Language of Art to Describe and Interpret Works of Art: • Analysis and interpretation of other students’ artwork (R)

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Art 5

Art 8

The 5th grade art curriculum is an introduction to texture and relief. Through box constructions inspired by Joseph Cornell, assemblages in the style of Louise Nevelson, texture rubbing books, masks, collagraph and linocut printmaking, and perspective drawing, students develop skills in representational and abstract art. Teachers also integrate woodworking assignments, papermaking, handmade books, ceramics, and helmets that reflect their own expertise. Students occasionally use Photoshop as an additional tool for making art.

The 8th grade curriculum consists of Painting, Ceramics/New Media, Photography, Culinary Arts, and more. These courses teach greater facility in a range of media, techniques, and basic design concepts. The sequential assignments prepare students for a variety of high school art courses.

Art 6 Students work on a sequence of assignments that include black and white collages of positive and negative shapes, color collages inspired by Matisse, motif and pattern paintings, rubber stamp patterns that play with color and alignment of the motif, handmade books, a perspective drawing that creates the illusion of depth, Greek Festival clay relief tiles, observational contour drawing, and linocut prints.

Art 7 The 7th grade art curriculum includes one semester of twodimensional Drawing and Design and one semester of threedimensional design. Drawing and Design introduce design elements through assignments such as an abstraction of a still life, enlargement of composition using a grid, linocut cityscapes and collages, imaginative shoe designs, and portraits inspired by Arcimboldo. Students use line shape, color, value, and pattern to design balanced and unified compositions. Dimensional Design teaches the basic elements of three-dimensional design.

Students create a stable structure using corrugated cardboard.

They learn to measure accurately, cut, and join materials with precision. The construction can be representational or abstract.

By modeling a figure in clay, students learn about proportion and observation. Studying vanishing point perspective, they make a drawing that creates the convincing illusion of three-dimensional space.

Painting In Painting, students use gradations of color to create the illusion of volume on a flat surface. They work with a variety of media, using direct observation as well as imagination. First, they paint a cylinder in gradual values and transform it into an interesting composition. Next, they draw a pear under a single light source, using chalk pastel to suggest the volume. Other assignments include a torn paper collage of a pear, a mosaic of a pear, a painting of an object under a single light source, Sumi ink painting, a landscape painting, and a still life inspired by Giorgio Morandi.

Ceramics/New Media Students learn how clay responds to their sense of touch and timing while building familiarity with a variety of construction techniques. The class emphasizes intensive instruction in wheel throwing. Through repetition, students learn to center, open, and raise simple cylinders. They also learn hand-building techniques such as pinch pots, coils, and extruded forms. Students learn a stop-action clay animation technique on their laptops. While utility and function are often considerations of clay, sculptural explorations are also encouraged. Most assignments allow students to define the form and content of their studio investigations.

Photography Photography introduces students to basic camera handling, film development, and darkroom printing techniques. Students also work with Adobe Photoshop, using the software to create several design-based assignments. Combining mixed media with photography, students experiment with hands-on techniques such as painting, collage, and sewing to alter their pictures.

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WORLD AND CLASSICAL LANGUAGES

Mission Statement | World and Classical Languages We are committed to developing learners who, through language: •

Understand people, places, and cultures beyond their own in order to function as global citizens

•

Study historical, philosophical, artistic, literary, etymological, and cultural elements of the language and their applications in real life

•

Feel comfortable taking risks, both within and outside of the classroom

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Apply rigor and passion to lifelong intellectual pursuits with increasing independence, and continue to use the analytic skills developed in close linguistic study

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Strengthen their appreciation of English through comparison and contrast with the language being studied

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Take an active interest in the challenges and possibilities endemic to globalization

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Express themselves with growing sophistication in increasingly complex situations: - In the case of world languages, utilize reading, writing, speaking, and listening skills in real-world contexts - In the case of classical languages, translate accurately into idiomatic English based on a thorough understanding of the grammar and syntax of Latin

French and Spanish - Intro Level

French and Spanish - Level 1

Understanding Oral Communication in the Target Language:

Understanding Oral Communication in the Target Language:

• Respond appropriately to simple commands in the target language • Recognize basic language patterns (e.g., forms of address, questions, statements)

• Comprehend targeted audiovisual materials • Follow instructions in the target language, given one step at a time, for a wide range of activities

Interacting in the Target Language in Various Settings: • Imitate pronunciation, intonation, and inflection, including sounds unique to the target language • Respond to and ask simple questions with prompts

• Pose and answer questions spontaneously in structured situations • Produce language using proper pronunciation, intonation, and inflection

Understanding Text in the Target Language:

Understanding Text in the Target Language:

• Recognize the written form of familiar language • Infer meaning of cognates from context

Using the Target Language to Present Information, Concepts, and Ideas:

Interacting in the Target Language in Various Settings:

• Comprehend written classroom directions, read simple passages, infer meaning of cognates • Interpret new vocabulary using contextual clues and drawing on words and phrases from prior lessons

• Copy/write words, phrases, and simple sentences with increasing accuracy • Describe people, activities, and objects from school and home • Explore study skills for memorizing spelling (accent marks, gender, and pronunciation) of new words

Using the Target Language to Present Information, Concepts, and Ideas:

Appreciating Culture:

Appreciating Culture:

• Introduce the cultures of the target language

• Write short paragraphs on familiar topics using appropriate grammar and target vocabulary • Make simple presentations on familiar topics

• Explore customs and traditions of different communities where the target language is spoken

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French and Spanish - Level 2

Latin - Level 1

Understanding Oral Communication in the Target Language:

Comprehending and Memorizing Latin Vocabulary Developing English Vocabulary through Derivatives:

• Comprehend the main idea of authentic, simple oral and audio materials with assistance from resources (e.g., glossaries, guided questions, outlines)

• Develop memorization skills through various techniques (e.g., flashcards, word lists) • Make connections between Latin words and English derivatives • Recognize parts of speech and locate them in the correct declension/conjugation

Interacting in the Target Language in Various Settings:

• Respond to open-ended questions and initiate communication in various situations

Understanding Text in the Target Language:

• Comprehend the main message of a variety of written materials with the help of resources to enrich vocabulary

Using the Target Language to Present Information, Concepts, and Ideas:

• Write short compositions with a specific focus and supporting details.

• Present a simple story based on a model

Appreciating Culture:

• Compare and contrast cultural practices in the target language with those in the United States

French and Spanish - Level 3 Understanding Oral Communication in the Target Language: • Comprehend the main idea of authentic oral and audio-visual materials

Understanding & Employing Grammar and Syntax:

• Comprehend basic English grammatical structure • Transfer understanding of English grammar to that of Latin grammar • Begin to differentiate between syntactical usage in Latin and English • Comprehend case usage and employ correctly

Memorizing and Using Declensions and Conjugations:

• Understand the concept and nomenclature of declensions and conjugations • Correctly categorize vocabulary into declensions and conjugations

Becoming Familiar with and Appreciating Classical Culture, History, and Geography: • Begin to appreciate Classical culture • Draw connections between Graeco-Roman and modern cultures

Becoming Proficient in Translating Latin into Idiomatic English and Vice Versa:

Interacting in the Target Language in Various Settings:

• Translate simple sentences from Latin to English and English to Latin • Learn and practice the principles of parsing grammar • Begin to appreciate the plastic nature of translation

Understanding Text in the Target Language:

Reading Latin Aloud Comfortably:

• Converse on a variety of topics • Narrate using target vocabulary and more complex grammar

• Comprehend key vocabulary as well as the main message of written materials

Using the Target Language to Present Information, Concepts, and Ideas:

• Learn basic pronunciation of vowels and consonants • Become comfortable with reading aloud • Use pronunciation to reinforce spelling skills

• Write compositions that show lexical and grammatical accuracy • Make presentations with documentation from target language sources

Latin - Level 2

Appreciating Culture:

• Learn to recognize and reproduce irregular forms • Learn Latin vocabulary to aid in English spelling

• Explore films and music in the target language

Comprehending and Memorizing Latin Vocabulary.

Developing English Vocabulary through Derivatives:

Understanding & Employing Grammar and Syntax:

• Comprehend more complex English grammatical structure and apply to Latin translation

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WORLD AND CLASSICAL LANGUAGES

Memorizing and Using Declensions and Conjugations: • Memorization and Usage skills reinforced at each level

Becoming Familiar with and Appreciating Classical Culture, History, and Geography:

• Become acquainted with Roman and Greek art and architecture. (e.g., trips to the Metropolitan Museum of Art, walking tours of neoclassical architecture)

Becoming Proficient in Translating Latin into Idiomatic English and Vice Versa: • Translate more complex sentences with increasing accuracy from Latin to English and English to Latin • Continue parsing increasingly complex grammar

Reading Latin Aloud Comfortably:

• Gain fluidity and increased comfort when reading aloud • Use pronunciation to discriminate between similar forms

Latin - Level 3 Comprehending and Memorizing Latin Vocabulary.

Developing English Vocabulary through Derivatives: • Build and break down compound words based on previous knowledge of vocabulary

Latin - Level 4 Comprehending and Memorizing Latin Vocabulary.

Developing English Vocabulary through Derivatives: • Interpret new vocabulary using contextual clues and previously learned vocabulary

Understanding & Employing Grammar and Syntax:

• Begin to break free from literal into more idiomatic translation • Work with a variety of grammatical possibilities of expression

Memorizing and Using Declensions and Conjugations: • Memorization and Usage skills reinforced at each level

Becoming Familiar with and Appreciating Classical Culture, History, and Geography:

• Understand and appreciate multiculturalism within the Roman Empire

Becoming Proficient in Translating Latin into Idiomatic English and Vice Versa:

• Increase comfort with continued narratives in preparation for reading literary texts in high school

Reading Latin Aloud Comfortably:

• Read fluently, taking into account cadence and meaning

Understanding & Employing Grammar and Syntax:

• Recognize and comprehend increasingly complex grammatical structures and usage

Mandarin - Intro Level

Memorizing and Using Declensions and Conjugations:

Understanding Oral Communication in the Target Language:

Becoming Familiar with and Appreciating Classical Culture, History, and Geography:

• Respond appropriately to simple commands in the target language • Recognize basic language patterns (e.g., forms of address, questions, statements)

• Memorization and Usage skills reinforced at each level

• Draw parallels between ancient, neo-classical, and modern art and architecture • Recognize moral and ethical paradigms from Classical literature and historical examples

Becoming Proficient in Translating Latin into Idiomatic English and Vice Versa: • Become comfortable with translating continued narratives

Reading Latin Aloud Comfortably:

• Read aloud for recognition of cases, tenses, and sentence structure

Interacting in the Target Language in Various Settings: • Imitate pronunciation, intonation, and inflection, including sounds unique to the target language • Respond to and ask simple questions with prompt

Understanding Text in the Target Language:

• Accurately pronounce pīnyīn • Pronounce and understand approximately 20 high-frequency characters, and 15 semantic components

Using the Target Language to Present Information, Concepts, and Ideas:

• Ask and answer simple questions • Describe people, activities, and objects from school and home • Copy/write words and phrases with increasing accuracy

Appreciating Culture:

• Introduce the cultures of the target language

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Mandarin - Level 1

Mandarin - Level 3

Understanding Oral Communication in the Target Language:

Understanding Oral Communication in the Target Language:

• Comprehend targeted audio-visual materials • Follow instructions in the target language, given one step at a time, for a wide range of activities

• Comprehend the main idea of authentic oral and audio-visual materials

Interacting in the Target Language in Various Settings:

• Converse on a variety of topics • Narrate using target vocabulary and more complex grammar

• Pose and answer questions spontaneously in structured situations • Produce language using proper pronunciation, intonation, and inflection

Understanding Text in the Target Language:

• Pronounce and understand approximately 45 high-frequency characters and recognize their semantic components • Recognize high-frequency multi-character words

Using the Target Language to Present Information, Concepts, and Ideas: • Express simple opinions, preferences, and ideas • Write sentence-length language on familiar topics using comprehensible syntax and relevant vocabulary

Appreciating Culture:

• Explore customs and traditions of different communities where the target language is spoken

Mandarin - Level 2 Understanding Oral Communication in the Target Language: • Comprehend the main idea of authentic, simple oral and audio materials with assistance from resources (e.g., glossaries, guided questions, outlines)

Interacting in the Target Language in Various Settings:

• Respond to open-ended questions and initiate communication in various situations

Understanding Text in the Target Language:

• Pronounce and understand approximately 70 high-frequency characters as well as a few rare, low-interest characters, and recognize their semantic components.

• Read simple stories in characters

Interacting in the Target Language in Various Settings:

Understanding Text in the Target Language:

• Pronounce and understand approximately 100 high-frequency characters as well as a few rare, low-interest characters, and recognize their semantic components • Read a variety of simple documents in characters

Using the Target Language to Present Information, Concepts, and Ideas:

• Express plans and contingencies • Narrate past events, using aspect comprehensibly to indicate their temporal sequence • Narrate, in speech and writing, creative short stories

Appreciating Culture:

• Explore films and music in the target language

Spanish Spanish study in grades 4-7 continues the work of our FLES (Foreign Language Early Start) program in Grades K-3. The middle school Spanish curriculum is STEAM (Science, Technology, Engineering, Art, and Math) centered, incorporating social justice themes, history, and literature. Along with learning vocabulary, communicative structures, and cultures of the Spanish-speaking world, students do hands-on experiments, read books and short stories, explore environmental topics, and more – all in Spanish! This kind of content-based learning is considered best practice by researchers and supported by our national professional organization, ACTFL (the American Council on the Teaching of Foreign Languages). Our aim in the program is to build communicative proficiency, cultural understanding and to instill a love of languages from an early age.

Using the Target Language to Present Information, Concepts, and Ideas: • Express and explain opinions • Talk and write simply about motion and location • Narrate short, simple stories based on model

Appreciating Culture:

• Compare and contrast cultural practices in the target language with those in the United States The Dalton School Middle School Curriculum Guide

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WORLD AND CLASSICAL LANGUAGES

Language 4th Grade All students in 4th grade continue their study of Spanish from First Program.

French Intro MS Our program designs the students’ first encounter with French to engage them and inspire enthusiasm about learning a new language. Students are introduced to French orally to become familiar with the sounds of the language. We avoid using English as much as possible to encourage students to connect words and ideas in the new language instead of the English equivalent; this immersion setting is the most effective way to learn a language. At this level, students can communicate on very familiar topics using a variety of words and phrases that they have practiced and memorized. Students carry on simple exchanges with one another and communicate basic information about themselves, such as their likes, dislikes, and activities from their daily lives. Songs, films, and videos are used in conjunction with workbook exercises to enhance listening comprehension skills. An Assignment, or Plan de Travail, is regularly distributed to students. The Assignment contains communicative objectives, vocabulary, grammatical tools, daily homework, and projects connected to varied cultural aspects of the French-speaking world. It also serves as a reference and resource for our students.

Students gain vital practice of class material by completing daily homework.

French 1 MS In this second year of French, students explore daily life in the francophone world through themes like family, food, clothing, and travel. Particular attention is paid to grammar rules, vocabulary acquisition, and consistent application in class reinforced by nightly homework and daily practice. Cultural projects acquaint students with various regions of France and the French-speaking world. By the end of the year, they can successfully manage a number of communicative tasks and thoughts in straightforward social situations in the present, past, and near-future tenses of both regular and irregular verbs. The conversation focuses on predictable topics such as survival in the target language culture, basic personal information, basic objects, and limited activities, preferences, and immediate needs. Collaborative learning, particularly in cultural projects and role-play, is central to the class dynamic. Students are expected to listen to one another, keep their attention focused, and learn how to work efficiently in pairs and small groups. Class participation is key: students ask and answer questions, converse in small groups, and make presentations in the target language.

French 2 MS In French 2 MS, students gain confidence in narrating in both the present and the past. Students get to know each other by asking basic questions as well as describing themselves and others.

Themes include a unit on food in which students learn how to talk about what one eats during meals in France and the Francophone world, expressions to purchase various ingredients, and the study of pronouns. Students also explore the world of travel and learn how to tell stories in the past by learning how to identify, conjugate, and to distinguish between the passé composé and the imparfait.

They read a bande dessinée/comicas well as read and recite short poems. They also partake in a project where they create and present their own fairy tale. Throughout the year, students generate dialogues, engage in interpersonal speaking, work with songs that reinforce the grammar covered, and build their vocabulary. They also watch short clips of news reports from TV5 Monde on cultural topics throughout France and the francophone world. It is the expectation that students use the target language as much as possible in class to maintain the immersive nature of the class.

French 3 MS The French 3 MS course seeks to help students learn to narrate effectively and at length in the target language. The overarching objective is to help students retain vocabulary for narrating life events comprehensively in past, present, and future tenses.

Assignments and films provide narratives of practical but also creative subjects, including school, home, travel abroad, and fictional adventures such as those of La Belle et la Bête, La Princesse et La Grenouille, et Le Roi Lion. Students learn to work with tenses, conjugations, pronouns, and vocabulary as a coherent system for self-expression. In addition, students recount the events of a typical day, holiday, weekend, etc., in small groups and ask questions of one another to elicit more detail. They also write several episodes of a past tense story featuring characters they choose or invent. Students generally develop the vocabulary for speaking and writing proficiently enough for a sympathetic speaker of French. Students in this level work towards narrating fairly accurately and at length without undue recourse to external resources such as the teacher or Assignments for vocabulary. After their four-year study of French, students will participate in an integrated four-skills assessment that will demonstrate their level of proficiency in all modes of communication: interpersonal, interpretive, and presentational.

Latin Intro MS (5) | Latin Intro MS (7/8) In the first year of Latin, we balance the study of simple grammatical constructions with opportunities for translation, both from Latin to English and English to Latin. Students first acquire a working knowledge of basic English grammar as an underpinning to their learning of Latin grammar. They then explore new concepts such as declension, gender, case, and number for nouns and adjectives and conjugation, person, and tense for verbs. Translating simple Latin sentences requires understanding case usage (from the 1st and 2nd declensions of nouns) and inflection of verbs in the present, perfect, and future tenses (from the 1st and 2nd conjugations). Students also learn to recognize and translate prepositional phrases, adverbs, and the imperative mood. Connections are made between Latin vocabulary and English derivatives, sparking an interest in etymology in general.

Developing an understanding of Roman culture and history further enhances the importance and excitement inherent in the study of Latin.

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WORLD AND CLASSICAL LANGUAGES

Latin 1 MS (6) | Latin 1 MS (7/8) Second-year Latin students first consolidate and then extend the scope of the Latin grammar and syntax learned in the first year.

Students expand their mastery of syntax to include all five conjugations of verbs and the 3rd declension of nouns. They learn the last three tenses of verbs (imperfect, pluperfect, and future perfect) as well as the passive voice of all six tenses.

Learning the 3rd declension adds further challenge to their recognition and analysis of case usage and grammatical construction. Also, new this year, students will learn to work with and recognize exceptions to the basic paradigms of syntax; irregularities in the stems of Latin nouns and verbs abound.

Extensive play with etymology and mythology enriches the setting in which Latin stories are translated and discussed, adding a cultural and historical component to our study of this ancient language.

Latin 2 MS Students in Latin 2 MS continue to consolidate and extend their vocabulary, syntax, and grammar. Translation of continued narrative becomes a focus. Students learn to recognize and translate the 4th and 5th declensions of nouns, as well as the irregular demonstrative and personal pronouns. As the sentence structures become more complex, students learn to master comparative and superlative adjectives along with their grammatical idioms. Various participles increase the length and complexities of the sentence structures. The teaching of Roman history enhances and forms a basis for later years of translating authentic Latin historical texts, literature, and poetry.

Latin 3 MS After reviewing higher-level grammar and syntax from previous years, students study the subjunctive mood and the extensive variety of subordinate clauses involved. Further study includes the construction of gerunds and gerundives. Students also study deponent verbs and other highly irregular yet very common verbs. Extensive translation of adapted Latin stories prepares the students for reading authentic literature and Roman authors in later grades. The fascinating details of history presented in these readings and in the ongoing narratives of Latin history give evidence to the richness of Roman culture. After their four-year study of Latin, students will participate in an external Latin assessment that will demonstrate their level of proficiency in interpretive reading as well as their knowledge of some elements of Roman history and mythology.

Mandarin Intro MS In Introductory Mandarin, students listen to stories, sing songs, and engage in a variety of interactive activities in order to develop a basic understanding of the geography, culture, and ‘standard language’ of China Mandarin. By the end of the year, they are able to produce and respond to idiomatic phrases including, greetings, requesting permission, and simple commands. They are able to imitate the sounds and tones of Mandarin with some accuracy. Introductory Mandarin students can represent all the common sounds of Mandarin using the common pinyin system of orthography. In addition, they are able to recognize and write some common Chinese characters, as well as have a basic theoretical understanding of the elements that compose Chinese characters.

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By the end of the year, students are able to write around 30 Chinese characters and read around 60.

Mandarin 1 MS In Mandarin 1 MS, students advance from rote, idiomatic language to the ability to participate in and understand simple, culturally-rich dialogues. In Introductory Mandarin, students learned many useful classroom phrases; in Mandarin 1MS, they use these phrases in order to conduct class in Mandarin as much as possible. Mandarin 1 MS students learn how to talk about their families and their hobbies, and they learn how to express simple preferences. They are able to answer and ask simple questions about a limited number of topics. In Mandarin 1 MS, students are still working on perfecting their pronunciation; last year, they were able to mimic, whereas this year, they are encouraged to produce the sounds and tones of Mandarin more independently. By now, they can use pinyin to transcribe these sounds with great accuracy. Successful Mandarin 1MS students can reproduce both familiar and unfamiliar Chinese characters with good stroke order and have a fairly deep understanding of the radicals that compose them. They can understand and read aloud no fewer than 80 Chinese characters.

Mandarin 2 MS Mandarin 2 students begin to develop a skill critical to any language learner – picking out the parts they know from novel, sophisticated language, as well as the parts with which they are unfamiliar. With this skill, Mandarin 2MS students learn to discern the main ideas of simple passages, both in writing and in speech.

These students are becoming quite comfortable with the basic, high-frequency vocabulary they have acquired in the last two years. They are able to use ‘old’ words to create novel, sentencelength Mandarin. They can express opinions and preferences with conviction. It is in this year, too, that Mandarin students learn to use dictionaries and other resources to understand material that would otherwise be beyond them. By the end of the year, Mandarin 2MS students can write small scripts, short letters, and other simple documents, all in Chinese characters. In all, they understand and can read aloud around 120 Chinese characters.

Mandarin 3 MS In Mandarin 3 MS, students focus primarily on the synthesis of familiar vocabulary, grammar, and speech patterns to create relatively rich, cohesive Mandarin. They can understand and express conditions, narrate simple past and future events, and comment in some detail on the reasons, causes, and context of a known event. In class, students listen to, summarize, and modify fairly sophisticated narrations. A successful student of Mandarin 3 MS is fully capable of functioning in an all-Mandarin classroom environment, responding accurately and thoughtfully to the teacher’s instructions. With some effort, the Mandarin 3MS student can effectively, though not fluently, communicate outside of the classroom environment with native Mandarin speakers. By the end of the year, Mandarin 3 MS students can write short stories, journal entries, blog posts, and insightful captions, having acquired mastery of no fewer than 200 Chinese characters. After their four-year study of Mandarin, students will participate in an integrated four-skills assessment that will demonstrate their level of proficiency in all modes of communication: interpersonal, interpretive, and presentational.

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PHYSICAL EDUCATION

Mission Statement | Physical Education Dalton’s Physical Education and Athletic Program provides a diversified curriculum that aims to meet the individual student’s affective, cognitive, and psychomotor needs. The main goal of the physical education program is to positively affect each student’s self-image and confidence as they develop coordination and athletic skills. Our program provides a varied and balanced progression of activities through well-planned instruction based on students’ needs, abilities, and interests at all developmental levels. As a result, students are given the opportunity to reach their full athletic potential in an environment committed to good sportsmanship and a healthy attitude toward competition.

Specific outcomes sought are: • To provide an environment in which every student is physically and emotionally safe

• To teach the fundamental skills that will enable students to participate in a variety of activities and athletic pursuits • To develop further basic skills by tailoring the program to meet the needs of each individual • To teach the rules and strategies of various physical activities and sports • To teach students how to work independently and cooperatively

• To teach the importance of leadership, sportsmanship, healthy competition, and fair play.

Physical Education 4 In 4th grade Physical Education classes, students pursue a program rich in skill development complemented with various sports and game activities. We hold indoor classes at the 87th Street Physical Education Center and transport students to and from the gymnasium on teacher-supervised buses.

Our comprehensive curriculum includes team and individual sports/activities and is taught in mostly three-week units and, where appropriate, gives exposure to competition, stressing sportsmanship always in a fun and safe environment. Warm-ups are a daily part of the class in which we discuss physical fitness awareness and its importance for a healthy, active lifestyle.

During each unit, we utilize discussions about the important sport-specific safety rules to reinforce and maintain a safe playing environment so that each student feels comfortable participating.

Units included are Soccer, Project Adventure, Newcombe/ Volleyball, Floor Hockey, Football skills, Basketball, Tumbling, Badminton, Track and Field, Team Handball, Wiffle Ball, games of strength and balance, and Kickball.

In units such as Soccer, Newcombe/Volleyball, Football skills, Kickball, Basketball, and Handball, hand-eye and hand-foot coordination are practiced. The students review the proper overhand and underhand, catching and overhand throwing, basketball bounce pass, chest pass, dribble, and shooting. We also introduce the underhand volleyball serve, bump pass, and set. The Football skills include the spiral pass and catching a football securely. Floor Hockey, Wiffle Ball, and Badminton introduce students to striking, either with a bat or racket. The Track and Field unit introduces the students to the different events such as the long jump, standing broad jump, triple jump, high jump, hurdles, baton passing, sprints, long-distance running, and the proper techniques for each skill.

Along with the various sport skills we introduce students to the proper terminology within the different sports and how each skill applies to a particular sport.

For each unit, the first-week students learn and practice basic skills needed for participation. Second-week students utilize those skills in various lead-up games and activities. The third week involves learning rules and strategies of gameplay and/or tournament participation. The students may choose to participate in more competitive or less competitive games.

Physical Education 5 The 5th grade physical education curriculum builds on the 4th grade physical education curriculum, reinforcing skills already introduced and adding age-appropriate challenges in both skills and strategy in a fun and safe environment. We hold classes at the 87th Street Physical Education Center and transport students to and from the gymnasium on teacher-supervised buses.

Our comprehensive curriculum includes team and individual sports/activities and is taught in mostly three-week units and, where appropriate, gives exposure to competition, stressing sportsmanship always in a fun and safe environment. arm-ups are a daily part of the class in which we discuss physical fitness awareness and its importance for a healthy, active lifestyle.

During each unit, there are discussions about the important sport-specific safety rules, which are supported to maintain a safe playing environment so that each student feels comfortable participating.

Units included are Soccer, Project Adventure, Volleyball, Hockey, Football skills, Basketball, Tumbling, Badminton, Track and Field, Team Handball, games of strength and balance, Wiffle Ball, and Kickball.

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PHYSICAL EDUCATION

In each unit, the skills taught in 4th grade are expanded upon, giving the students greater opportunity to improve, and feel more confident performing these skills. In addition, in Track and Field, the students are introduced to the shot put and discus throw, using modified equipment such as a small rubber playground ball or Frisbee. In gameplay, the students will have the opportunity to improve their strategy technique and strategize with teammates before play.

For each unit, the first-week students review and improve basic skills needed for participation. The second-week students utilize those skills in a variety of lead-up games and activities. The third week involves reviewing the rules and strategies of gameplay and tournament participation. In many units, the students may elect to participate in a more advanced level of play or a less competitive level of participation in the final week.

Physical Education 6 In Grade 6, students continue to pursue a program rich in skill development complemented with various sports and game activities. We hold classes at the 87th Street Physical Education Center and transport students to and from the gymnasium on teacher-supervised buses. An aspect of the program unique to 6th grade is the division of classes by gender. This is done in order to prepare the students for 7/8 Athletics.

For Grade 6 girls, the year begins with a Project Adventure unit, in which we set specific parameters for attentiveness, teamwork to reach potential. This unit is followed by soccer, most of which takes place on Randall’s Island. The unit focuses on further skill development and game strategies and positioning on a real soccer field. Volleyball takes place at the gymnasium, and after skills are reviewed and practiced, there is a significant emphasis on passing and controlling a pass in a game situation. Our Basketball and Speedball units take place indoors as well, where we put stress on moving off of the ball and getting open for a pass. One of the most significant events of the girls’ curriculum is the Step Aerobics unit. After a week of learning basic routines led by a teacher the students are then placed in groups to work independently on routines. The unit culminates in a performance of all group routines. We return to Randall’s Island for our Track and Field, Lacrosse, and Softball units in the spring. The track unit presents a unique opportunity to run events on the regulation track at Icahn Stadium for a few days of the unit. For Softball and Lacrosse, students develop a basic understanding of the games and their rules, and they can use regulation equipment on an outdoor field.

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We return to Randall’s Island for Lacrosse, Softball, and Track and Field in the spring. The focus in Lacrosse and Softball is skill development, rules and strategies, and small games. In addition, students have the great opportunity to practice events and run the mile in Icahn Stadium during the Track and Field unit.

Physical Education 7/8 The 7th and 8th grade physical education and athletics curriculum allows students to choose between physical education class and athletic teams. This program aims to prepare the student for their high school experience and create life skills.

There are also many choices within both these programs.

The physical education component consists of a fitness unit and athletic dance movement unit. In the athletic dance movement unit, the students use athletic moves and create their own unique dances. Students will learn the necessary skills to maintain a healthy lifestyle in the Fitness unit through cardiovascular exercises and muscle strengthening. The Fitness option includes a Games unit. Students may choose to take a CPR/FA course to fulfill their Physical Education credit in the winter. Upon completing the course, students will take two exams and receive certification in CPR and First Aid. The last piece of the Physical Education curriculum is tennis instruction. Tennis is an option for girls in the fall and boys in the spring. Each aspect of the Physical Education unit focuses on teaching students skills they can use throughout their lives while maintaining a safe and fun atmosphere.

Many students choose to play on an athletic team as their Physical Education component of the day. The fall sports are Soccer, Cross Country, Football, and Volleyball. In the winter, students may choose from Basketball, Swimming, and Wrestling.

Then, in the spring, teams include Track and Field, Lacrosse, Softball, and Baseball. The Middle School Athletic Program has a “no-cut” policy, encouraging all students to participate on a team. The teams maintain a competitive schedule playing schools from the Ivy League, the Manhattan Private Middle School League, the New York City Athletic League, and many other schools. Each sport fosters a sense of sportsmanship and maintains a competitive spirit while teaching proper techniques and always focusing on the skill development of each athlete.

For the Grade 6 boys, the year begins with large cooperative team games that involve the year-long theme of teamwork. We emphasize working together in a positive environment to reach the full potential of both the individual and the team. The fall units of soccer and football follow on Randall’s Island. The winter team units inside the gymnasium include Basketball, Speedball, Floor Hockey, and Wrestling. The focus is on skill development, game strategies, small competitive games, and overall fitness in all of these units. We also introduce the Fitness Education unit to the boys in the Winter. This unit aims to teach the proper and safe use of strength training and cardiovascular equipment. Emphasis is on age-specific guidelines for youth strength training and safety when students participate in this unit.

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HEALTH & WELLNESS

Mission Statement | Health & Wellness The Dalton Health and Wellness Program meets students’ developmental needs in their Middle and High School years. Various health topics comprise the curriculum, categorized under four main pillars: mindfulness, nutrition, sexuality, and mental health, all explored with a lens of equity and social justice. The Dalton Health and Wellness program robustly supports and forwards the school’s mission to be an anti-racist school. The curriculum is holistic, inclusive, body-positive, and sex-positive. To supplement the Health and Wellness curriculum, assembly guest speakers, enrichment sessions with experts in current topics, parent informational sessions, and media presentations complete the program.

During Middle School, students experience many physiological changes that have physical, social, and emotional effects. Students have multiple opportunities to learn about and discuss these changes in House throughout these formative middle years. The Health and Wellness curriculum supports and amplifies these House discussions and provides age and development appropriate knowledge and skills.

In each grade, students have opportunities to ask the health educator questions about the topics covered anonymously. Every class period begins with a moment for mindfulness practice (guided breathing, yoga, Tai chi, etc.) to help establish this as a time to reflect and check on one’s mental and physical health as part of a holistic health and well-being habit. Mindful reflection is one of the components of our Five Health Lifelines weaved throughout every grade: reflection time, connection time, healthy eating, healthy movement, and healthy sleep. The middle school does not give assessments for health classes.

Health 4 In the 4th grade, students undergo geographic transitions to a new building with expanded lunch menu choices and personal transitions that include pre-puberty physical, social, and emotional changes. Students engage in activities designed to teach and prompt discussion about balanced eating, food choices, and food access; pre-puberty body changes and how they relate to hygiene and social, emotional and mental health, gender expression and identity, body agency and safety. Health classes in 4th grade also set the stage for future health programs by emphasizing the positive classroom norm of a safe space for learning. These include engaged inquiry, confidentiality, laughing with and not at topics of interest, using clear, accurate, inclusive, sex-positive, and body-positive terminology for anatomy and mental and physical well-being.

Health 5 In the 5th grade, students build upon their understanding of the topics of our main four pillars and our Five Health Lifelines. The main curricular focus is on the physical, hormonal, reproductive, and social changes during puberty. Students continue to discuss gender identity, expression, as well as attraction. During an introduction to social safety, students continue to deepen their understanding of body agency and consent and how to use language to set boundaries around private information and personal space. Throughout the year, students continue to discuss nutrition, mental health, stress and coping, body image, and friendships.

Health 6 The 6th grade health lessons focus on social health aspects relevant to their developmental stage, incorporating elements of healthy friendships and personal relationships, problem-solving strategies, conflict resolution, safe and healthy social media behavior, and positive allyship. The topics of puberty and adolescence are reviewed and reinforced. Instructors teach consent in greater depth than in the fifth grade.

Conversations about nutrition, body image, and “health at every size” are continued, as are discussions about stress, mental health, and sleep hygiene.

Health 7 Seventh grade health classes provide the space for students to further their understanding of stress, evaluate effective coping strategies for stress and appreciate the mental health spectrum.

We discuss social media, its impact on psychology and sociological influence, and cultivating a positive school culture.

Students’ understanding of sexual reproduction, adolescence and puberty development, sexual identity, and gender are reviewed and reinforced. The 7th grade curriculum also stresses communication skills around healthy relationships, intimacy, and sexuality. Consent, sex and the law, and “explicit sexual media” are discussed in healthy and age-appropriate manners.

Health 8 Eighth grade health classes continue to build and strengthen the students’ knowledge and skills of the four pillars of our health curriculum: mindfulness, nutrition, sexuality, and mental health, as well as our Five Health Lifelines: reflection, connection, eating, movement, and sleep. They also explore stress, coping strategies, substance use, disordered eating, sexuality and sexual health (protective methods for STIs and birth control), and substance abuse. More in-depth conversations are had about adolescent brain development as it applies to these topics as well as: healthy body image, healthy relationships, love and romance, consent, sexual activity, gender, and sexual identities, risk-taking, and decision-making strategies. Following up on what they experienced in fifth grade, the eighth graders further explore safety and personal agency in public settings, practice using assertive language to set boundaries, assess risk, get help, and maintain personal safety.

The Dalton School Middle School Curriculum Guide

AFTER SCHOOL | SERVICE LEARNING | CHESS

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Mission Statement | Service Learning

Mission Statement | After School

Since the school’s inception, community service has been an integral part of a Dalton education. House Advisors work closely with the Service Learning Chairs in the Middle School to develop sustained relationships with the school community and outside organizations that allow students to engage with service work and reflect upon that work in House. The school believes that these vital volunteer opportunities not only help solidify our school community but also reinforce our understanding of our connection with society at large.

As an extension of the First Program After School, the Middle School After School Program serves Grades 4-8 from 3:30 5:15 PM daily at the Big Dalton Campus. Our class offerings present a variety of options for students to broaden skills and explore current interests. On-site classes include Dance, Art, Sciences, Sports, Languages, and other specialty subjects. Our program provides a safe, fun, and enriching environment for students.

Chess The two broad purposes of this academic area are to introduce and develop various thinking skills and enhance children’s social development. For example, thinking skills taught in chess class include categorizing information, pattern recognition, the logical sequencing of ideas, creative interpolations of moves within a sequence, visualizing possible outcomes, defining and solving problems, assessing and responding to danger, discovering short-term tactics, and/or sacrifices to achieve an advantage, and planning and executing long-term strategic goals.

In the domain of social development, chess helps children learn to follow the rules, take turns, accept responsibility for their decisions, respect tradition and show good etiquette in both victory and defeat. The program is responsive and carefully attuned to support a range of learning styles and gender differences.

Chess is a universal activity, calling on skills valued in every culture and civilization in the world. Simply teaching the history of the game shows its multicultural base. In addition, classroom references to great players of the past and present cut across every cultural, national, gender, ethnic and racial line.

The program uses many methods of instruction in teaching chess. Each lesson utilizes verbal, visual, and hands-on activities and each child has the opportunity to demonstrate proficiency or seek further guidance. Assessment is constant throughout as the teacher observes the students and asks and answers questions.

Formal chess instruction (curriculum chess) begins in Kindergarten and continues through 3rd grade. Opportunities for extension and development of a student’s passion for chess abound. The After School chess program offers instruction across all grade levels. Students participate in local, state, national ,and international tournaments. We also offer Saturday group chess classes. The chess program at Dalton provides ongoing exposure to chess learning and allows all students to be well-served.

The Dalton School Middle School Curriculum Guide

DIRECTORY TRACY FEDONCHIK

Middle School Director

AMANDA KEATS

Middle School Assistant Director, Dean of Faculty and Curriculum

DR. SLOAN WARREN

Middle School Assistant Director, Operations

ALEXIS WILLIAMS

Middle School Assistant Director, Dean of Student Life

DR. KEBA ROGERS

Middle School Psychologist

GRISEL MORA

Middle School Office Manager

JEFF SLACK

Middle and High School Finance Manager

RENE JIMENEZ

MS Student Life Coordinator & Information Specialist

LYNN RIGGIO Middle and High School Nurse and Director of Health Services

SUSAN GROSSMAN Director, After School Programs K-8

JENNIFER BEASMONEY

Associate Director of After School Programs

TANYA SRIVARODOM Dalton East Site Manager

108 East 89th Street, New York, NY 10128